初中生物课后练习的理论和实践研究
发布时间：2018-07-21 11:41
【摘要】：新课改理念下的初中生物课程改革进行的如火如荼,大多数学者把关注点放在课堂教学设计上。课后练习是初中生物课程的重要组成部分,是促进初中生物有效教学的重要环节,然而并没有引起教师及其他教育工作者足够的重视。研究初中生物课后练习的理论与实践,是丰富生物课程理论、指导生物课后练习编制的需要。本研究运用逻辑思维方法、文献法、问卷法,以“初中生物课后练习”为研究对象。对济南市中等程度初中的48名教师和200名学生进行了关于“初中生物课后练习现状”的问卷调查。分析数据得出初中生物课后练习具有自创度低,分层设计较少,类型和评析方式单一等问题。针对这些问题,笔者对部分教师和学生进行了访谈,深入探讨和思考造成课后练习现状的原因。结合国内外相关研究的进展与不足,明确本研究的方向:建构初中生物课后练习设计与实施过程的理论框架。论文分为六个部分。第一部分是问题的提出,论述了本研究的研究背景、现状和意义,指出了本研究的研究方法、思路和特色;第二部分为初中生物课后练习的概述,其内容包括初中生物课后练习的理论基础、功能、类型等;第三部分为初中生物课后练习的现状调查,包含问卷的编制和施测过程、调查的对象与目的、问卷的维度说明、数据的统计与分析、调查结果及原因分析等;第四部分是本文的重点所在,该部分从准备阶段、编制阶段、实施阶段、评析阶段、反思阶段五个阶段阐述了“初中生物课后练习的设计与实施过程”,构建了比较全面的初中生物课后练习设计与实施的理论体系,这也是本研究最大的价值和特色所在;第五部分是初中生物课后练习案例,根据第二部分对课后练习的分类,逐一给出案例和说明,并鉴于课后练习的系统性和完整性,以《物质运输的载体》为例给出一个具体课时的案例,将研究结果拿给大学教师、一线教师及教研员评阅,结合评论进行修正、完善;第六部分是研究的结论、研究的不足以及今后可能的研究方向。本研究的研究结论是:第一,初中生物课后练习的现状不容乐观;第二,初中生物课后练习的设计与实施包括五个阶段:准备阶段、编制阶段、实施阶段、评析阶段和反思阶段;第三,初中生物课后练习设计是一项系统工程;第四,笔者阐述的“初中生物课后练习设计与实施过程”有利于指导初中生物课后练习的实践。
[Abstract]:The biology curriculum reform of junior high school under the new curriculum reform concept is in full swing, most scholars pay attention to the classroom teaching design. After-school practice is an important part of junior high school biology curriculum and an important link to promote the effective teaching of junior high school biology. However, it has not attracted enough attention from teachers and other educators. It is necessary to study the theory and practice of biology practice in junior middle school. In this study, logical thinking method, literature method, questionnaire method, taking junior high school biology after class exercise as the research object. In this paper, 48 teachers and 200 students of junior middle school in Jinan city were investigated about the present situation of biology practice in junior high school. The analysis results show that junior middle school biology exercises have low degree of self-creation, less layering design, single types and evaluation methods. In view of these problems, the author conducted interviews with some teachers and students to explore and think deeply about the reasons for the present situation of after-class exercises. Combined with the progress and deficiency of related research at home and abroad, this paper clarifies the direction of this study: to construct the theoretical framework of the design and implementation process of biology exercises in junior high school. The paper is divided into six parts. The first part is the question, discusses the research background, current situation and significance of this study, points out the research methods, ideas and characteristics of this study; the second part is a summary of biology practice in junior high school. The content includes the theory foundation, function, type and so on; the third part is the current situation survey of biology practice in junior high school, including the process of compiling and implementing the questionnaire, the object and purpose of the survey, and the dimension explanation of the questionnaire. The fourth part is the focus of this paper, this part from the preparation stage, implementation stage, evaluation stage, In the five stages of reflection, the author expounds the design and implementation process of junior middle school biology after-class exercises, and constructs a relatively comprehensive theoretical system for the design and implementation of junior middle school biology after-class exercises, which is also the greatest value and characteristic of this study. The fifth part is the junior middle school biology after class practice cases, according to the second part of the classification of after-class exercises, one by one given the case and explanation, and in view of the system and integrity of after-school exercises, Take "Carrier of material Transport" as an example to give a case of specific class hours, and present the results of the study to university teachers, front-line teachers and teaching and research staff for review, and amend and improve the results in combination with the comments; the sixth part is the conclusion of the research. The deficiency of the research and the possible research direction in the future. The conclusions of this study are as follows: first, the current situation of biology practice in junior high school is not optimistic; second, the design and implementation of biology practice in junior high school includes five stages: preparation stage, implementation stage, and so on. Evaluation and reflection stage; third, junior high school biology after-class practice design is a system engineering; fourth, the author elaborated the "junior middle school biology after-class practice design and implementation process" is conducive to guiding junior high school biology after-class practice.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91
本文编号：2135411
[Abstract]:The biology curriculum reform of junior high school under the new curriculum reform concept is in full swing, most scholars pay attention to the classroom teaching design. After-school practice is an important part of junior high school biology curriculum and an important link to promote the effective teaching of junior high school biology. However, it has not attracted enough attention from teachers and other educators. It is necessary to study the theory and practice of biology practice in junior middle school. In this study, logical thinking method, literature method, questionnaire method, taking junior high school biology after class exercise as the research object. In this paper, 48 teachers and 200 students of junior middle school in Jinan city were investigated about the present situation of biology practice in junior high school. The analysis results show that junior middle school biology exercises have low degree of self-creation, less layering design, single types and evaluation methods. In view of these problems, the author conducted interviews with some teachers and students to explore and think deeply about the reasons for the present situation of after-class exercises. Combined with the progress and deficiency of related research at home and abroad, this paper clarifies the direction of this study: to construct the theoretical framework of the design and implementation process of biology exercises in junior high school. The paper is divided into six parts. The first part is the question, discusses the research background, current situation and significance of this study, points out the research methods, ideas and characteristics of this study; the second part is a summary of biology practice in junior high school. The content includes the theory foundation, function, type and so on; the third part is the current situation survey of biology practice in junior high school, including the process of compiling and implementing the questionnaire, the object and purpose of the survey, and the dimension explanation of the questionnaire. The fourth part is the focus of this paper, this part from the preparation stage, implementation stage, evaluation stage, In the five stages of reflection, the author expounds the design and implementation process of junior middle school biology after-class exercises, and constructs a relatively comprehensive theoretical system for the design and implementation of junior middle school biology after-class exercises, which is also the greatest value and characteristic of this study. The fifth part is the junior middle school biology after class practice cases, according to the second part of the classification of after-class exercises, one by one given the case and explanation, and in view of the system and integrity of after-school exercises, Take "Carrier of material Transport" as an example to give a case of specific class hours, and present the results of the study to university teachers, front-line teachers and teaching and research staff for review, and amend and improve the results in combination with the comments; the sixth part is the conclusion of the research. The deficiency of the research and the possible research direction in the future. The conclusions of this study are as follows: first, the current situation of biology practice in junior high school is not optimistic; second, the design and implementation of biology practice in junior high school includes five stages: preparation stage, implementation stage, and so on. Evaluation and reflection stage; third, junior high school biology after-class practice design is a system engineering; fourth, the author elaborated the "junior middle school biology after-class practice design and implementation process" is conducive to guiding junior high school biology after-class practice.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91
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