“先行组织者教学策略”在高中生物概念教学中的应用
发布时间：2018-10-10 10:22
【摘要】：生物课程标准对生物概念非常重视。新一轮课程改革虽取得了很大的成效,但是由于少数教师对新课程理念的认识存在误区,加之多种因素的限制使得高中生物概念教学的效果不够理想,依然存在不少问题。1960年,美国教育学家奥苏贝尔(David Ausubel)首次提出了先行组织者(Advance Organizer),旨在帮助学生在新知识与认知结构中的旧知识架起桥梁,达到知识间的整合。为了提升生物概念教学质量,以先行组织者教学策略来学习生物概念就显得异常重要。国内外对先行组织者的研究有较长的历史,对先行组织者的研究主要体现在对先行组织者的定义、特征、呈现方式、作用、策略应用及案例分析等方面。无论是理论还是实际方面,这些研究都极大地丰富了先行组织者的探究内容。本研究将主要从理论和实践两个层面展开探讨。理论方面,以先行组织者为依据,对先行组织者进行了相关的理论研究。包括先行组织者的设计原则、设计不同类型先行组织者的策略、实施步骤、课堂教学中的应用及人教版生物教材中的先行组织者等几个方面进行了研究。实践方面,本研究选取了宝鸡市普通高级中学虢镇中学高一(4)、(6)班的全部学生作为被试,将两个班级上学期期末考试成绩作为前测,这两个班级之间生物成绩、人数和性别等方面无显著性差异。高一(4)班作为实验班,运用先行组织者教学策略开展教学；而高一(6)班则作为对照班,按照传统的讲授教学法进行教学。本次实验选取三个重要的且具有代表性的生物概念作为实验。通过概念教学后进行后测,将两个班级的成绩进行比较,分析先行组织者教学策略对学生学习效果、不同程度学生学习影响、性别等方面的影响。最后,对高一(4)班学生进行先行组织者评价的调查问卷,主要从该教学策略对学生的兴趣、态度、学习方式的转变等方面进行分析。本研究得到以下结论：(1)生物概念的学习和保持效果：先行组织者教学策略能够促进高中生对生物概念的学习与保持,可提高学生的生物概念学习成绩。对优等生学生的作用效果更显著,对已有认知结构不完善的学生没有表现出显著性差异。(2)性别差异：从某些方面分析,先行组织者教学策略可能更能促进男生学习高中生物概念,提高男生思维的灵活度。这可能与男女生的学习方法、思维习惯等有关。(3)学习方式：先行组织者的引入,可改善学生学习生物概念的方式,但效果不显著,只有少量的学生可以把先行组织者的相关的学习方法迁移到其他学科的学习中。(4)兴趣和信心：先行组织者教学策略能提高学生学习生物概念的兴趣和信心,为学习者学习做好认知与情感的准备,提升学习者对学习生物学科的热情。
[Abstract]:Biology curriculum standards attach great importance to biological concepts. Although the new round of curriculum reform has achieved great results, there are still many problems in the teaching of biology concept in senior high school because of the misunderstanding of a few teachers' understanding of the concept of new curriculum and the limitation of many factors. (David Ausubel), an American educator, proposed for the first time that (Advance Organizer), the leading organizer, aims to help students build bridges between new knowledge and old knowledge in cognitive structure and achieve the integration of knowledge. In order to improve the teaching quality of biological concept, it is very important to study biological concept with the teaching strategy of leading organizer. There is a long history at home and abroad in the study of the leading organizer, which is mainly embodied in the definition, characteristics, presentation mode, role, strategy application and case analysis of the leading organizer. Both theoretical and practical aspects, these studies have greatly enriched the research content of the advance organizer. This study will be mainly discussed from the theoretical and practical aspects. In theory, based on the advance organizer, the related theoretical research on the leading organizer is carried out. It includes the design principle of the leading organizer, the strategy of designing different types of advance organizer, the steps of implementation, the application of classroom teaching and the leading organizer in the teaching of biology. In practice, this study selected all the students of Grade 1 (4), (6) of Guozhen Middle School in Baoji City as subjects, taking the final examination results of the two classes as the pre-test, and the biological scores between the two classes. There was no significant difference in number and sex. As the experimental class, the first (4) class of senior high school used the teaching strategy of the organizer in advance, while the class 6 of the first year of senior high school was used as the control class, and the teaching was carried out according to the traditional teaching method. Three important and representative biological concepts are selected as experiments. Through the post-test after the concept teaching, the results of the two classes were compared, and the influence of the first organizer's teaching strategy on the students' learning effect, the influence of different degrees of students' learning, the gender and so on were analyzed. Finally, the questionnaire for the first organizer evaluation of the first (4) class students is mainly analyzed from the aspects of the interest, attitude and learning style of the students in the teaching strategy. The main conclusions of this study are as follows: (1) the effect of learning and maintaining biological concept: the teaching strategy of advance organizer can promote the learning and maintenance of biological concept in senior high school students, and can improve the students' learning achievement of biological concept. The effect on the excellent students is more significant, but there is no significant difference for the students with imperfect cognitive structure. (2) gender differences: from some aspects, The teaching strategy of the leading organizer may promote boys to learn biological concepts in senior high school and improve the flexibility of boys' thinking. This may be related to the learning methods and thinking habits of male and female students. (3) Learning style: the introduction of leading organizers can improve the way students learn biological concepts, but the effect is not significant. Only a small number of students can transfer the relevant learning methods of the leading organizers to the study of other subjects. (4) interest and confidence: the teaching strategies of the leading organizers can enhance students' interest and confidence in learning biological concepts. To prepare learners for cognitive and emotional learning, and to promote learners' enthusiasm for learning biology.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2261421
[Abstract]:Biology curriculum standards attach great importance to biological concepts. Although the new round of curriculum reform has achieved great results, there are still many problems in the teaching of biology concept in senior high school because of the misunderstanding of a few teachers' understanding of the concept of new curriculum and the limitation of many factors. (David Ausubel), an American educator, proposed for the first time that (Advance Organizer), the leading organizer, aims to help students build bridges between new knowledge and old knowledge in cognitive structure and achieve the integration of knowledge. In order to improve the teaching quality of biological concept, it is very important to study biological concept with the teaching strategy of leading organizer. There is a long history at home and abroad in the study of the leading organizer, which is mainly embodied in the definition, characteristics, presentation mode, role, strategy application and case analysis of the leading organizer. Both theoretical and practical aspects, these studies have greatly enriched the research content of the advance organizer. This study will be mainly discussed from the theoretical and practical aspects. In theory, based on the advance organizer, the related theoretical research on the leading organizer is carried out. It includes the design principle of the leading organizer, the strategy of designing different types of advance organizer, the steps of implementation, the application of classroom teaching and the leading organizer in the teaching of biology. In practice, this study selected all the students of Grade 1 (4), (6) of Guozhen Middle School in Baoji City as subjects, taking the final examination results of the two classes as the pre-test, and the biological scores between the two classes. There was no significant difference in number and sex. As the experimental class, the first (4) class of senior high school used the teaching strategy of the organizer in advance, while the class 6 of the first year of senior high school was used as the control class, and the teaching was carried out according to the traditional teaching method. Three important and representative biological concepts are selected as experiments. Through the post-test after the concept teaching, the results of the two classes were compared, and the influence of the first organizer's teaching strategy on the students' learning effect, the influence of different degrees of students' learning, the gender and so on were analyzed. Finally, the questionnaire for the first organizer evaluation of the first (4) class students is mainly analyzed from the aspects of the interest, attitude and learning style of the students in the teaching strategy. The main conclusions of this study are as follows: (1) the effect of learning and maintaining biological concept: the teaching strategy of advance organizer can promote the learning and maintenance of biological concept in senior high school students, and can improve the students' learning achievement of biological concept. The effect on the excellent students is more significant, but there is no significant difference for the students with imperfect cognitive structure. (2) gender differences: from some aspects, The teaching strategy of the leading organizer may promote boys to learn biological concepts in senior high school and improve the flexibility of boys' thinking. This may be related to the learning methods and thinking habits of male and female students. (3) Learning style: the introduction of leading organizers can improve the way students learn biological concepts, but the effect is not significant. Only a small number of students can transfer the relevant learning methods of the leading organizers to the study of other subjects. (4) interest and confidence: the teaching strategies of the leading organizers can enhance students' interest and confidence in learning biological concepts. To prepare learners for cognitive and emotional learning, and to promote learners' enthusiasm for learning biology.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
【参考文献】
相关期刊论文 前2条
1 陶铜筑;生物教学中的“先行组织者”[J];贵州教育;2003年06期
2 张爱卿,刘华山,刘玲玲;“先行组织者”教学策略在中学历史教学中的实验研究[J];心理发展与教育;2000年02期
，本文编号：2261421
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