初中生物学问题驱动教学策略研究

发布时间：2018-09-09 15:18

【摘要】：问题驱动是学生探究自然科学的原动力和推动力。结合新课程标准改革的理念以及人教版初中生物新教材所呈现问题的编排特点,本课题以“问题”为载体,从“问题驱动”来探讨初中生物课堂新授课的教学,改进问题构建模式,建立适合初中生物高效课堂教学的“问题驱动”教学(PDT)新模式。首先对教材问题进行再次开发,去掉价值不大的问题,结合学生身心特点改进教材的部分问题,同时也增加一些问题,再根据学生课堂内所解决问题的目的不同,对这些问题进行重新分类,把教师设计的问题分为前需问题(PQ)、内容问题(CQ)、单元问题(UQ)和综合问题(CPQ)。从问题难度的设定、知识点覆盖面、是否结合情景创设问题、问题之间的关联性以及三维目标的达成度等各方面进行思考和研究,探索各类问题的设计和优化方式,把问题不断改进；再结合课堂教学环节的流畅性、生动性、思维导向性以及知识的生成性,研究各类问题在教学中的实施策略以及教学效果。PDT教学着重挖掘学生潜在的问题意识(发现、提出和解决问题的意识)、自主学习和创造意识,希望通过问题驱动激发学生内在的学习动机。调查研究分析发现,学生主动质疑的频率增加,分析和解决问题的能力提高,知识整合形成系统能力有所增强。学生课堂接受的知识不仅仅是碎片化的信息,而是通过问题整合,学生自主构建形成系统性的知识；学生的知识的识记不再是停留在零散的记忆碎片,而是通过问题链进行程序性记忆,保证知识长久有效地储存在大脑中；学生的思维,不再停留在浅显的思维层面,而是培养多种思维方式,从而提高了他们探究、分析和解决问题的能力。研究结果表明：PDT教学不仅提高教学的有效度,同时还能有效提高学生课堂学习中的参与度和学习效果的达成度。
[Abstract]:Problem-driven is the motive force and driving force for students to explore natural science. Combined with the concept of the new curriculum standard reform and the arrangement characteristics of the problems presented in the new teaching materials of junior high school biology, this paper discusses the teaching of the new biology teaching in junior high school from the perspective of "problem driving" and "problem driving". Improve the model of problem building and establish a new model of "problem-driven" teaching (PDT) which is suitable for junior high school biology teaching. First of all, the textbook is redeveloped to remove the problems of little value, to improve some of the problems of teaching materials in combination with the students' physical and mental characteristics, and to increase some problems at the same time, and then according to the purpose of solving the problems in the classroom, the purpose of the students is different. These problems are reclassified, and the problems of teacher design are divided into (PQ), content problem, (CQ), unit problem (UQ) and synthetic problem (CPQ). From the aspects of difficulty setting, knowledge coverage, whether to combine with the situation to create problems, the relevance of the problems and the degree of achievement of three-dimensional goals, the paper explores the design and optimization methods of various kinds of problems. Improve the problem constantly; combine the fluency, vividness, direction of thinking and the generative of knowledge of the classroom teaching link again, This paper studies the implementation strategies of various kinds of problems in teaching and the teaching effect. PDT teaching focuses on tapping students' latent problem consciousness (the consciousness of discovering, raising and solving problems), autonomous learning and creative consciousness. Hope to stimulate students' intrinsic learning motivation through problem-driven. The investigation and analysis showed that the frequency of students' active questioning, the ability of analyzing and solving problems and the ability of forming system of knowledge integration were increased. The knowledge received by students in the classroom is not only fragmented information, but also through the integration of problems, students build up systematic knowledge on their own, and the memorization of students' knowledge is no longer a piecemeal memory fragment. Instead, procedural memory is carried out in the chain of questions to ensure that knowledge is stored in the brain effectively for a long time. Students' thinking, no longer at the superficial level of thinking, is cultivated in a variety of ways of thinking, thus enhancing their exploration. Ability to analyze and solve problems. The results show that the teaching of: PDT can not only improve the effectiveness of teaching, but also improve the degree of participation and achievement of students' learning in class.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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