支架式教学模式在初中生物学概念建构中的应用研究

发布时间：2019-04-27 19:45

【摘要】：《义务教育生物学课程标准(2011年版)》于2012年1月由教育部颁布实施,本次课程标准修订的最大特点就是关注重要概念的学习。因此,如何帮助初中生建立、理解和应用生物学重要概念是当前概念教学研究的热点问题。支架式教学是建构主义教学模式下的一种比较成熟的教学方法。学生借助教师在教学过程中搭建的各种支架的支持与帮助进行独立探索,最终独立完成任务或解决问题。笔者在教学实践研究后发现,支架式教学确实能有效的帮助初中学生建构生物学概念,尤其对在新情景下运用概念,解决问题的能力提升效果显著。在本文中,笔者通过五个章节对支架式教学模式在初中生物学概念建构中的应用进行了深入的分析和研究。第一章为绪论,该章节主要介绍了初中生物概念教学的重要性及现状,以及笔者将支架式教学模式应用于初中生物概念教学中的原因。第二章为理论研究,主要对支架式教学和生物学概念建构进行了相关概念的界定,并陈述了主要的理论依据。第三章着重分析了支架式教学模式在初中生物概念教学中的应用策略。第四章是本文的研究重点,笔者通过教学实践研究,证实了支架式教学模式在初中生物学概念建构中的有效性,并且通过三个具体案例详细介绍和分析了支架式教学模式的应用流程及细节。第五章是结论与反思部分,主要总结了支架式教学模式对初中生物学概念建构的积极作用及应用策略要点。同时反思了笔者在研究过程中存在的问题,为今后进一步研究明确了方向。
[Abstract]:The compulsory Education Biology Curriculum Standard (2011 Edition) was promulgated and implemented by the Ministry of Education in January 2012. The most important feature of this curriculum standard revision is to pay attention to the study of important concepts. Therefore, how to help junior middle school students to establish, understand and apply the important concepts of biology is a hot topic in the current concept teaching research. Scaffolding teaching is a mature teaching method under constructivism teaching mode. Students carry out independent exploration with the support and help of all kinds of supports built by teachers in the teaching process, and finally finish the task or solve the problem independently. The author finds that scaffolding teaching can effectively help junior middle school students to construct biological concepts, especially in the application of concepts in new situations and the improvement of problem-solving ability. In this paper, the author through five chapters of the scaffolding teaching model in junior high school biology concept construction of the application of in-depth analysis and research. The first chapter is the introduction, this chapter mainly introduces the importance and current situation of biology concept teaching in junior high school, and the reason why the author applies scaffolding teaching mode to biology concept teaching in junior high school. The second chapter is the theoretical research, which mainly defines the related concepts of scaffolding teaching and the construction of biological concepts, and states the main theoretical basis. The third chapter focuses on the application strategy of scaffolding teaching model in biology concept teaching in junior high school. The fourth chapter is the research focus of this paper. The author proves the validity of scaffolding teaching model in the construction of biology concept in junior high school through the teaching practice research. And through three specific cases, the application process and details of scaffolding teaching model are introduced and analyzed in detail. The fifth chapter is the conclusion and reflection part, which mainly summarizes the positive effect of scaffolding teaching mode on the construction of junior middle school biology concept and the main points of application strategy. At the same time, the author introspects the problems existing in the research process, and clarifies the direction for further research in the future.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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