“概念图教学策略”在高三生物学复习课中的实践研究
发布时间：2019-03-28 19:50
【摘要】：新课程改革要求生物学复习课堂教学该注重学生的生物科学素养,提高学生综合能力,高考对学生能力的考查也发生了改变,考试题型偏向考查学生的能力,高中生物学复习课堂教学也更应该注重课堂教学的有效性。高考属于选拔性考试,高中生物学复习重视短期效应,运用题海战术代替了科学的教学策略使用。为了有效的指导高考生物学的复习,全面提高高中学生的生物科学素养,促进学生综合能力的提升,考试说明具体规定了考试的性质、考试的内容、命题的要求以及考试的形式,它比课标规定得更加细致,考试命题形式的动态都在考试说明中有所体现,对来年的高考具有很强的指导性。教师通过研读考试说明有利于在高三生物学复习课中做到有的放矢,有助于提高学生的考试成绩。本论文在教学策略理论分析的基础上,对“概念图教学策略”做了详细的分析,它可以在教学中广泛使用,可以作为教师教的工具,学生学的工具和教学评价的工具。本文分别从上述三个方面分析“概念图教学策略”,最后使用SPSS数据分析软件分析学生的考试成绩,从总分到识记题型、理解题型、应用题型逐一分析,通过数据分析可以看出注重运用“概念图教学策略”有利于促进学生对知识的识记和加深对知识的理解,在相同的时间内对相关知识掌握得更加透彻。本研究紧扣高三生物学复习课的实际,虽然在教学实践中取得了一些成果,但是选取的实验样本只是一所学校的学生,不具有广泛的代表性,系统研究的各个细节仍需要仔细琢磨。因此,今后的研究方向是继续深入探究“概念图教学策略”在高三生物学复习课堂教学中的应用,努力提高学生综合能力。
[Abstract]:The new curriculum reform requires that biology review classroom teaching should pay attention to students' biological science literacy and improve students' comprehensive ability. The examination of students' abilities in the college entrance examination has also changed, and the test question type tends to test the students' abilities. High school biology review classroom teaching should also pay more attention to the effectiveness of classroom teaching. The college entrance examination belongs to the optional examination, high school biology review pays attention to short-term effect, uses the question sea tactics to replace the scientific teaching strategy use. In order to effectively guide the review of biology in college entrance examination, improve the biology science accomplishment of senior high school students in an all-round way, and promote the improvement of students' comprehensive ability, the test instructions specify the nature and content of the test. The requirement of proposition and the form of examination are more meticulous than the curriculum standard. The dynamic form of test proposition is reflected in the explanation of examination, which has a strong guidance for the next year's college entrance examination. Through studying the examination, the teacher shows that it is helpful for the senior three-year biology review class to be targeted, and to improve the students' test results. Based on the theoretical analysis of teaching strategies, this paper makes a detailed analysis of the "concept map teaching strategy". It can be widely used in teaching and can be used as a teaching tool for teachers, a tool for students' learning and a tool for teaching evaluation. This paper analyzes the "concept map teaching strategy" from the above three aspects, and finally uses SPSS data analysis software to analyze the students' test scores, from the total score to the type of recognition, understanding the type of question, and applying the test type one by one. It can be seen from the data analysis that paying attention to the use of "concept map teaching strategy" is beneficial to promote students' understanding of knowledge and deepen their understanding of knowledge, and to master the relevant knowledge more thoroughly in the same time. Although some achievements have been made in the teaching practice, the selected experimental samples are only students from a school, and they are not broadly representative, and this study focuses on the reality of the biology review course in Senior three, and although some achievements have been made in the teaching practice, the selected experimental samples are not broadly representative. The details of the systematic study still need to be carefully studied. Therefore, the future research direction is to continue to explore the "concept map teaching strategy" in high school biology review classroom teaching application, strive to improve the comprehensive ability of students.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2449175
[Abstract]:The new curriculum reform requires that biology review classroom teaching should pay attention to students' biological science literacy and improve students' comprehensive ability. The examination of students' abilities in the college entrance examination has also changed, and the test question type tends to test the students' abilities. High school biology review classroom teaching should also pay more attention to the effectiveness of classroom teaching. The college entrance examination belongs to the optional examination, high school biology review pays attention to short-term effect, uses the question sea tactics to replace the scientific teaching strategy use. In order to effectively guide the review of biology in college entrance examination, improve the biology science accomplishment of senior high school students in an all-round way, and promote the improvement of students' comprehensive ability, the test instructions specify the nature and content of the test. The requirement of proposition and the form of examination are more meticulous than the curriculum standard. The dynamic form of test proposition is reflected in the explanation of examination, which has a strong guidance for the next year's college entrance examination. Through studying the examination, the teacher shows that it is helpful for the senior three-year biology review class to be targeted, and to improve the students' test results. Based on the theoretical analysis of teaching strategies, this paper makes a detailed analysis of the "concept map teaching strategy". It can be widely used in teaching and can be used as a teaching tool for teachers, a tool for students' learning and a tool for teaching evaluation. This paper analyzes the "concept map teaching strategy" from the above three aspects, and finally uses SPSS data analysis software to analyze the students' test scores, from the total score to the type of recognition, understanding the type of question, and applying the test type one by one. It can be seen from the data analysis that paying attention to the use of "concept map teaching strategy" is beneficial to promote students' understanding of knowledge and deepen their understanding of knowledge, and to master the relevant knowledge more thoroughly in the same time. Although some achievements have been made in the teaching practice, the selected experimental samples are only students from a school, and they are not broadly representative, and this study focuses on the reality of the biology review course in Senior three, and although some achievements have been made in the teaching practice, the selected experimental samples are not broadly representative. The details of the systematic study still need to be carefully studied. Therefore, the future research direction is to continue to explore the "concept map teaching strategy" in high school biology review classroom teaching application, strive to improve the comprehensive ability of students.
【学位授予单位】：四川师范大学
【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1条
1 王大平,李新国;概念图的理论及其在教学中的应用[J];现代教育技术;2004年06期
相关硕士学位论文 前1条
1 王丽国;高三生物总复习的教学策略与设计[D];山东师范大学;2013年
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