基于“主导—主体”教学设计模式的生物教学设计与分析

发布时间：2018-07-29 14:03

【摘要】：“主导-主体”教学设计模式是以“教”为主和以“学”为主的教学设计模式联合的产物,吸收两者的长处,避免其短处。其核心在于既要发挥教师的主导作用,又要充分体现学生的主体地位。本文旨在探究如何将“主导-主体”教学设计模式应用到生物教学设计中,期望对培养中学生的创新思维和能力起促进作用。本文运用文献研究法分析前人的研究成果,辅以对中学生物教师的调查和访谈,对“主导-主体”教学设计模式的应用现状有了较为全面的认识。在此基础上,将“主导-主体”教学设计模式引入生物教学设计进行初步研究,构建了较为科学全面的教学设计的基本过程,在对相关案例分析的基础上尝试进行教学设计,最后对教学设计进行了初步评价。论文共分为六部分,第一部分介绍研究背景、研究现状、研究内容、意义和研究方法;第二部分综述相关概念以及理论基础;第三部分是本文的主体部分,介绍了构建“主导-主体”教学设计模式的一般依据和基本过程;第四部分是笔者在分析前人的相关教学设计的基础上,针对两种不同的课型对教学设计做出举例;第五部分是有关教学设计的初步评价,最后部分是本文的结论,提出了目前存在的不足之处以及对未来研究的展望。总之,基于“主导-主体”教学设计模式的生物教学设计既充分体现教师的主导地位,又充分体现学生的主体地位,不仅对学生的知识技能和创新能力的培养有利,而且也有利于学生健康情感和价值观的培养。教师的“教”要在教学中起主导作用,就必须把学生放在主体位置上,使学生的“学”主动起来。通过尊重、信任、引导和激励,最大限度地调动学生的自觉性和主动性。给每个学生提供表现自己的个性和才能的环境与机会,促进学生主动求知和主动参与,最后达到主动发展的目的。
[Abstract]:The instructional design pattern of "leading-subject" is the result of the combination of "teaching" and "learning", which absorbs the advantages of both and avoids its disadvantages. Its core lies in not only exerting the teacher's leading role, but also fully embodying the student's main position. The purpose of this paper is to explore how to apply the "leading-subject" teaching design model to the biology teaching design, and hope to promote the cultivation of the creative thinking and ability of the middle school students. In this paper, the literature research method is used to analyze the previous research results, supplemented by the investigation and interview of the biology teachers in middle schools, and a more comprehensive understanding of the application of the instructional design mode of "leading-subject" has been obtained. On this basis, the "leader-subject" teaching design model is introduced into the biological teaching design for preliminary study, and a more scientific and comprehensive teaching design process is constructed. On the basis of the analysis of relevant cases, the teaching design is attempted. Finally, a preliminary evaluation of the teaching design is carried out. The thesis is divided into six parts, the first part introduces the research background, research status, research content, significance and research methods; the second part summarizes the related concepts and theoretical basis; the third part is the main part of this article. This paper introduces the general basis and basic process of constructing the instructional design mode of "leading-subject". The fourth part is that the author gives examples to the teaching design based on the analysis of the related teaching design of the predecessors. The fifth part is the preliminary evaluation of teaching design, and the last part is the conclusion of this paper. In a word, the biology teaching design based on the mode of "leading-subject" teaching design not only fully embodies the leading position of teachers, but also fully embodies the main position of students, which is not only beneficial to the cultivation of students' knowledge, skills and innovative ability. And also conducive to the cultivation of healthy emotions and values of students. In order to play a leading role in teaching, teachers must put students in the main position and make students'"learning" take the initiative. Through respect, trust, guidance and motivation, maximize students' consciousness and initiative. To provide each student with an environment and opportunity to express his personality and ability, to promote students' active knowledge and participation, and finally to achieve the goal of active development.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.91

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