初中生物课堂板书与PPT幻灯片两种教学呈现方式的比较研究

发布时间：2018-08-19 10:38

【摘要】：随着教育技术的普及,越来越多的教师将多媒体技术应用到生物学课堂教学中,尤其是其中幻灯片的应用。但是,许多学生非常厌烦某些教师上课念PPT幻灯片,并且不是每堂生物课都适合完全使用PPT幻灯片教学,更不是运用PPT幻灯片教学就一定会提高教学质量。如何正确使用课堂板书与PPT幻灯片问题已成为当前国内学者极为关注的课程实施问题之一。本研究采用问卷调查方法对两种教学方式的课堂教学效果及其对学生的影响等进行了分析探索,旨在为中学一线教师提供有价值的参考案例。文章首先针对生物课堂板书式教学和以PPT幻灯片为主体的教学进行了系统调查,初步分析了课堂板书与PPT幻灯片教学各自的优缺点。进一步通过在实验班与对照班采用两种教学方式不同呈现方式的比较研究,讨论了两种教学的不同呈现方式对生物课堂气氛、学生学习注意力、学习成绩的实际影响。最终讨论了针对不同课堂教学内容的最佳呈现方式和优化整合策略。本研究样本源于南京市第二十七中学初一段的两个平行班,其中对照班37人,实验班36人,对照班采用以PPT幻灯片为主体的教学方式,实验班采用将生物学知识分类,根据不同的知识类型采用课堂板书与PPT幻灯片呈现方式不同的教学方式,即将陈述性知识先用PPT幻灯片授课,同时板书强调重点,程序性知识策略化之后板书总结,学生参与板书绘图,动作技能类知识采用“板书重点-学生操作-小组互评-视频讲解”的呈现方式。两种教学呈现方式的对比研究结果表明：实验班88.89%的学生能够保持良好秩序,72.22%的学生能够积极参与到课堂教学中,69.44%的学生能够积极参与课堂中的知识、情感交流；其次,实验班72.22%的学生能够在课堂中保持综合注意力,只有38.89%的学生能够保持视觉注意力,说明课堂板书教学与PPT幻灯片教学的优化整合能够显著活跃课堂气氛、保持学生综合注意力,但是不利于保持学生视觉注意力,课堂板书与PPT幻灯片不同的呈现方式对保持学生的视觉注意力有待于进一步研究；最后,实验班的平均成绩为40.17分,明显高于对照班的31.13分,出现极为显著性差异(P0.01),表明优化整合后的课堂板书教学与PPT幻灯片教学能够显著提高学生的学习成绩。研究结论表明：课堂板书式教学较PPT幻灯片教学明显的优势为方便记笔记、条理清晰,PPT幻灯片教学较课堂板书式教学明显的优势为课堂气氛好、上课轻松。将陈述性知识先用PPT幻灯片授课,同时板书强调重点,程序性知识策略化之后板书总结,学生参与板书绘图,动作技能类知识采用“板书重点-学生操作-小组互评-视频讲解”的呈现方式对于活跃课堂气氛、集中学生的注意力、提高学生的学习成绩有积极的促进作用。
[Abstract]:With the popularization of educational technology, more and more teachers apply multimedia technology to biology classroom teaching, especially the application of slides. However, many students are very tired of some teachers reading PPT slides in class, and not every biology lesson is suitable for the full use of PPT slide teaching, let alone the use of PPT slide teaching will certainly improve the quality of teaching. How to correctly use classroom blackboard and PPT slides has become one of the most important problems in curriculum implementation. This study uses the questionnaire method to analyze and explore the classroom teaching effect of the two teaching methods and its influence on the students in order to provide valuable reference cases for the first-line middle school teachers. Firstly, the paper makes a systematic investigation on the teaching of biology classroom blackboard and PPT slides, and analyzes the advantages and disadvantages of classroom blackboard teaching and PPT slide teaching. Through a comparative study of the two different presentation methods in the experimental class and the control class, this paper discusses the actual effects of the two different presentation methods on the atmosphere, students' attention and learning achievement in biology classroom. Finally, the optimal presentation and integration strategies for different classroom teaching contents are discussed. The sample was from two parallel classes in the first middle school of No. 27 Middle School in Nanjing. Among them, 37 were in the control class and 36 in the experimental class. The control class adopted the teaching method with PPT slides as the main body, and the experimental class adopted the classification of biological knowledge. According to different knowledge types, different teaching methods of classroom blackboard and PPT slide presentation are adopted, that is to say, declarative knowledge is taught with PPT slides first, while blackboard emphasizes the key points, and the blackboard summary after procedural knowledge strategy. Students participate in blackboard drawing and use "blackboard focus-student operation-group review-video explanation" presentation of action skills. The results show that 88.89% of the students in the experimental class can keep a good order. 72.22% of the students can actively participate in the classroom teaching. 69.44% of the students can actively participate in the knowledge and emotional exchange in the classroom. 72.22% of the students in the experimental class were able to maintain comprehensive attention in the classroom, only 38.89% of the students could maintain visual attention, which showed that the optimal integration of classroom blackboard teaching and PPT slide teaching could significantly activate the classroom atmosphere. Keeping students' comprehensive attention is not conducive to keeping students' visual attention. The different presentation methods of class blackboard and PPT slides need to be further studied. Finally, the average score of the experimental class is 40.17 points. Significantly higher than the control class 31.13 points, there is a very significant difference (P0.01), indicating that the optimized integration of the classroom blackboard teaching and PPT slide teaching can significantly improve the students' academic performance. The conclusion shows that the obvious advantage of classroom blackboard teaching compared with PPT slide teaching is that it is convenient to take notes. The obvious advantage of PPT slide teaching is that the classroom atmosphere is good and the class is easy. The declarative knowledge is taught with PPT slides, and the emphasis is placed on the blackboard. After the strategy of procedural knowledge, the students are summarized in the blackboard, and the students participate in the writing and drawing of the blackboard. The presentation of "blackboard key points, students' operation, group review and video explanation" has a positive effect on activating classroom atmosphere, concentrating students' attention and improving students' academic performance.
【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

【参考文献】