初中生物课堂中前概念转化策略的研究

发布时间：2018-07-03 20:20

本文选题：前概念转化策略 + 初中生物学　；参考：《天津师范大学》2015年硕士论文

【摘要】：建构主义学习理论把学习者在接受正式的科学教育之前,在现实生活中通过长期的经验积累与自我学习而获得的一些感性认识,积累的一些缺乏概括性和科学性的经验称为“前科学概念”,简称“前概念”。前概念转化策略的应用对课堂教学效果的影响是当前国际上广泛应用的教学模式之一,在国外很多国家都已经发展成熟,在我国的教育技术课程中也被大力倡导。生物概念教学在生物教学中是一个重要的组成部分,其目的就是让学生正确理解科学概念。新课程标准关于生物课程在义务教育阶段的学习,尤其注重核心概念的教学,要求学生能够掌握生物学基本概念、原理和规律等基础知识,进而关注这些基础知识在生产、生活中的应用。本课题研究主要采用调查法和实验研究法,于初中生物教学中引入“前概念转化策略”,在课堂上进行实验教学研究,以改善课堂效率,提高学生在学业水平考试中的成绩。本实验以人教版义务教育教科书生物教材作为学习内容,实验班级采用前概念转化策略,对照班级采用传统讲授式教学。在实验前后对实验班和对照班级的学生进行生物学习态度与兴趣、学习能力方面的问卷调查,比较实验前后区统一水平测试的成绩,用SPSS软件对学生前后测调查结果和成绩进行差异性分析。研究结果显示,实验后,实验班级的学生的学习成绩、学习态度和兴趣、学习能力都有了显著提高,对中等生、学困生、家庭忽视型学生、非班委学生、男生的促进作用尤为显著。研究结果表明,引入前概念转化策略的教学法能够有效改变学生的思维方式,促进创新思维和高级思维模式的形成,提高学生的实践能力,培养学生的合作与责任意识,锻炼了学生的表达交流能力,最终使学生学会学习,为学生终身的发展打好基础,达到落实素质教育的目的。本文还针对教学中容易出现的问题作出分析探讨,提供了一系列解决问题的策略,也为日后生物课堂教学模式的发展给予一定的参考。
[Abstract]:Constructivist learning theory gives learners some perceptual knowledge in real life through long-term experience accumulation and self-study before receiving formal science education. The accumulated experience of lack of generality and science is called "pre-scientific concept", or "pre-concept". The influence of the application of pre-concept transformation strategy on classroom teaching effect is one of the widely used teaching models in the world. It has been developed and matured in many foreign countries and has been strongly advocated in the educational technology curriculum of our country. Biology concept teaching is an important part in biology teaching, and its purpose is to make students understand scientific concept correctly. The new curriculum standard is concerned with the study of biology curriculum in the compulsory education stage, paying special attention to the teaching of the core concepts, requiring students to master the basic knowledge of biology, such as basic concepts, principles and laws, and then paying attention to the production of these basic knowledge. The application of life. This subject mainly adopts the investigation method and the experiment research method, introduces "the pre-concept transformation strategy" in the junior middle school biology teaching, carries on the experimental teaching research in the classroom, in order to improve the classroom efficiency, enhances the student in the academic level examination result. This experiment takes the biology textbook of compulsory education textbook as the study content, the experimental class adopts the pre-concept transformation strategy, and the control class adopts the traditional teaching method. Before and after the experiment, the students in the experimental class and the control class were investigated with a questionnaire on the attitude and interest of biological learning and learning ability, and the results of the area unified level test before and after the experiment were compared. SPSS software was used to analyze the difference of the results and scores of the students before and after the test. The results show that after the experiment, the students in the experimental class have significantly improved their academic achievement, attitude and interest, and their learning ability, such as secondary students, students with learning difficulties, students with family neglect, non-class committee students. The promotion effect of male students is especially significant. The results show that the teaching method of pre-concept transformation strategy can effectively change students' thinking mode, promote the formation of innovative thinking and advanced thinking mode, improve students' practical ability, and cultivate students' sense of cooperation and responsibility. Finally, the students learn to learn, lay a good foundation for their lifelong development, and achieve the goal of quality education. This paper also analyzes and discusses the problems which are easy to occur in teaching, and provides a series of strategies to solve the problems, and also provides some references for the future development of biology classroom teaching mode.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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