探究式教学策略与教学效果研究

发布时间：2018-12-20 15:23

【摘要】：探究既是一种思维形态,又是一项经过个体经验获得的技能。探究式教学强调围绕问题展开探究,成为高校教学改革的新方式。课堂作为教学活动的主阵地,如何向课堂要质量?本研究结合具体课程,开展探究式教学的策略制定和教学效果的研究,对培养学生高阶思维,提高知识的应用能力及学生的实践能力,具有一定的理论意义和实际研究价值。本文以文献研究法、问卷调查法、课堂观察法、统计分析方法为研究方法;以建构主义理论、掌握学习理论为本研究的理论指导。结合“科技文献检索与利用”课程的教学,主要研究探究式教学策略的制定和探究式教学的效果。研究提出了探究式教学策略制定的三个基本原则:立足课堂提升教学质量、以学生为主体进行独立探讨、以教师为主导展开课堂互动。在此基础上制定探究式的教学策略:创设问题情境、诠释概念与原理、导入方法与要领、互动讨论与个性指导、反馈信息提高知识应用能力。文中通过利用S-T分析法,对课堂教师和学生行为占有率与转换率的数据分析,教学模式为混合型与探究式教学方式相适应。文中采用S-P分析法进行数据处理,结果表明学生与问题的正答率较高,练习成绩与内容具有较好的等质性。学生的问卷调查结果显示,探究式学习体验反响较好,特别是课堂互动环节更为深刻。研究结论,探究式教学策略要融合课程教学固有的特点,才能达到预期的教学效果;学生通过媒体学习和思考、上机实验和讨论等多种方式独立探究,方能培养自主学习能力;教师利用知识的导入和启发,参与互动和探究,才能有效地帮助学生提高认知和解决问题的能力。探究式教学通常是以课程教学的知识点作为学习主题,而各学科的教学都包含了许多知识点,所以,探究式教学模式适合于各种不同学科的常规课堂教学活动,是当前值得深入研究的课题。
[Abstract]:Inquiry is both a form of thinking and a skill acquired through individual experience. Inquiry teaching emphasizes exploring around problems and becomes a new way of teaching reform in colleges and universities. Classroom as the main position of teaching activities, how to ask for the quality of the classroom? Combining with specific courses, the research on the strategy making and teaching effect of inquiry teaching has certain theoretical significance and practical research value in cultivating students' higher thinking, improving their ability to apply knowledge and students' practical ability. This paper takes literature research method, questionnaire survey method, classroom observation method and statistical analysis method as the research method, and takes constructivism theory and mastering learning theory as the theoretical guidance of the research. Combined with the teaching of the course of Scientific and technological Literature Retrieval and Utilization, this paper mainly studies the formulation of inquiry teaching strategy and the effect of inquiry teaching. The study puts forward three basic principles for the formulation of inquiry teaching strategy: based on the classroom to improve the teaching quality, students as the main body of independent exploration, teacher-led classroom interaction. On the basis of this, the author makes inquiry teaching strategies: creating problem situations, explaining concepts and principles, introducing methods and essentials, interactive discussions and personality guidance, and feedback information to improve the ability of knowledge application. By using S-T analysis method, this paper analyzes the data of teachers' and students' behavior occupation and conversion rate in classroom. The teaching mode is mixed and inquiry teaching method is suitable. S-P analysis method is used to process the data in this paper. The results show that the positive answer rate between students and questions is higher, and the performance and content of the exercises are of good quality. The result of questionnaire survey shows that the response of inquiry learning experience is better, especially the classroom interaction is more profound. The conclusion is that the inquiry teaching strategy should be integrated with the inherent characteristics of the course teaching in order to achieve the expected teaching effect, students can independently explore through media learning and thinking, computer experiment and discussion in order to cultivate their autonomous learning ability. Teachers can effectively help students improve their cognitive and problem-solving ability by introducing and enlightening knowledge and participating in interaction and exploration. Inquiry teaching usually takes the knowledge point of course teaching as the study subject, and the teaching of each subject contains many knowledge points. Therefore, the inquiry teaching mode is suitable for the regular classroom teaching activities of various different subjects. It is a subject worthy of further study at present.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424

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