生物学教学中激发学习动机的策略与实践

发布时间：2018-12-20 16:25

【摘要】：21世纪的中国是一个信息化的社会。科技发展突飞猛进,社会信息的流通速度日益加快,人们获取信息的途径也日益便捷和多样化。科学的发展和社会的进步,给人类带来了庞大的信息量和多元化的价值观。在全球经济化、政治多极化、生存数字化、文化多元化的社会大环境下,学生的价值观形成在往往受到各种思想不同程度的影响。由于中学生尚未完全建立完整的价值观,因此,面对形形色色的各种社会现象和观念,他们往往无法做出正确的判断和选择,极易受到不良观念的冲击,从而在很大程度上影响学习的积极性。在一些基层非重点中学,受“读书无用”和功利化思想影响,不少学生学习动机缺乏,甚至产生厌学的心理。面对这种情况,许多教师都在积极探索激发学生自主学习的方法,希望能够唤醒学生的学习动机。本文根据前人研究的学习动机理论,结合自己的教学经验,总结激发学习动机的一些策略。从这些策略,选取其中的problem based learning (PBL)教学为主,结合课后作业、提供一定的自主权和每节课给予明确的学习目标,来激发学生的学习动机,并与传统的传授教学法进行比较判断其效果。研究表明,用激发学习动机的策略进行教学,对提高学生的学习动机明显更为有效,能更快速、更稳步地提高学习成绩,并在一定时期内保持对学习的积极性。同时,研究还发现,该方法对原先成绩较差的学生更有效,对男生的效果也好过女生。提高学生的学习动机水平,可以使学生和教师关系更加和谐,使生物学的教学质量得到提高。学生的学习动机一旦被有效激发,即可充分调动学生学习的积极性和主动性,有效提高学生的情感水平和认知水平,有利于学生的终身发展。
[Abstract]:China in the 21 st century is an information society. With the rapid development of science and technology, the circulation of social information is speeding up day by day, and the ways of obtaining information are becoming more and more convenient and diversified. The development of science and the progress of society have brought enormous amount of information and diversified values to human beings. In the social environment of global economy, political multipolarization, digitization of existence and cultural diversity, the formation of students' values is often influenced by different degrees of thought. Because the middle school students have not completely established the complete values, therefore, in the face of all kinds of social phenomena and ideas, they are often unable to make correct judgments and choices, so they are vulnerable to the impact of bad ideas. Thus to a large extent affect the enthusiasm of learning. In some non-key middle schools at the basic level, influenced by "useless reading" and utilitarian thinking, many students lack motivation for learning and even produce the psychology of weariness of learning. Faced with this situation, many teachers are actively exploring ways to stimulate students' autonomous learning, hoping to awaken students' learning motivation. According to the theory of learning motivation studied by predecessors, this paper summarizes some strategies to stimulate learning motivation by combining their own teaching experience. From these strategies, we choose problem based learning (PBL) teaching as the main part, combine with homework, and provide some autonomy and specific learning goals for each class to stimulate the students' learning motivation. And compare with the traditional teaching method to judge its effect. The study shows that teaching with strategies to stimulate learning motivation is more effective in improving students' learning motivation, can improve their academic achievement more quickly and steadily, and keep their enthusiasm for learning in a certain period of time. At the same time, the study also found that the method was more effective for students with poor grades and better for boys than girls. Improving students' learning motivation can make the relationship between students and teachers more harmonious and improve the teaching quality of biology. Once the students' learning motivation is effectively stimulated, they can fully arouse the students' enthusiasm and initiative in learning, effectively improve the students' emotional level and cognitive level, which is conducive to the lifelong development of students.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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