情境教学法在小学科学课堂教学中的应用研究

发布时间：2018-06-20 02:48

本文选题：情境教学法 + 小学科学　；参考：《河北师范大学》2017年硕士论文

【摘要】：在这个全球高速发展、科学技术也突飞猛进的时代,科学知识的快速拓展、传播和及时应用已成为人类社会文明进步的不竭资源和动力。创新性在各国之间的竞争中起着越来越重要的作用,然而,创新性思维的形成并不是一节课、一个阶段就可以立竿见影完成的,而是需要一个长期的、不断摸索的过程。教育面临着培养创新性人才的艰巨任务,而作为基础教育阶段的小学科学学科,无疑承担起培养学生创造力的学科任务。小学科学课程正是一门以培养科学素养为宗旨的科学启蒙课程,学习这门课程,有利于小学生形成科学的认知方式和科学的自然观,同时也为他们创造性思维的发展搭建基础性的平台。自2001年新课改以来,从实施至今的十多年的时间里,由于种种原因,小学科学课一直不能很好地发挥其学科作用,教学质量也始终处于总体低水平状态,这些问题不仅影响到了小学生创造性思维的培养,还影响到小学科学课程标准的实施,偏离了原本开展小学科学教学的意义。所以,如何提高小学科学教学质量是进一步推进小学科学课程改革的关键所在。情境教学法是在教学过程中,教师有目的地根据教学内容和学生身心发展特点预设教学目标,合理配置教学资源,有针对性地创设最优化的教学环境,引导学生在创设出的教学环境中主动地积极思考、讨论、探究、表达交流,激发思维,从而在积极主动地建构知识的思维过程中达到教师预设的教学目标的一种方法。情境教学法在很多学科中的应用都得到了良好的实效效果,所以笔者尝试结合小学科学课的学科特点及小学生的身心发展特点将情境教学法应用于小学科学的教学中,运用文献综述法、对比实验法等方法通过对情境教学法的学习与探究及在教育教学过程中的实践、反思,并且在与导师的指导、交流中,将情境教学法应用于小学科学课教学并总结出了应用策略,完成了此论文,具体结构如下:“绪论”部分,笔者对问题提出、关于情境教学的国内外研究现状、研究内容与思路、研究方法与创新进行了阐述。第一章“情境教学法相关理论分析”,笔者介绍了情境教学法的相关概念、特征及其理论基础。第二章“情境教学在小学科学课堂中应用的意义”,笔者结合小学科学课的课程特点以及小学生的身心发展特点对情境教学法应用到小学科学学科的意义进行了阐述。第三章“情境教学在小学科学教学中的应用分类”,笔者结合情境教学法、小学科学的课程特点、小学生身心发展特点对情境教学法在小学科学教学中的应用进行了分类,并结合“应用分类”进行了具体的案例分析。第四章“实验分析”,笔者对在教学过程中进行的对比实验进行了论述和分析。从实验设置及过程、实验结果及其分析,证明了将情境教学法应用于小学科学课堂教学的实效性。第五章“情境教学在小学科学教学中应用应注意的问题”,通过笔者对情境教学的学习和认识及在情境教学过程中的探究,总结出在小学科学课堂实施情境教学方法时应注意的原则及对教师的要求。
[Abstract]:With the rapid development of the world and the rapid development of science and technology, the rapid expansion of scientific knowledge, the dissemination and the timely application have become the inexhaustible resources and power of the civilization and progress of human society. Innovation plays a more and more important role in the competition among countries. However, the formation of innovative thinking is not a class, one order. It is a long-term and continuous process. Education is faced with the arduous task of cultivating innovative talents. As a primary science subject in the stage of basic education, it will undoubtedly bear the task of cultivating students' creativity. The curriculum of small subjects is the purpose of cultivating scientific literacy. The course of scientific enlightenment, studying this course, helps pupils to form a scientific cognitive style and a scientific view of nature as well as to build a basic platform for the development of their creative thinking. Since the new curriculum reform in 2001, from the more than 10 years of implementation to the present, the primary science class has not been well developed for a variety of reasons. The teaching quality has always been in a low level. These problems not only affect the cultivation of primary school students' creative thinking, but also affect the implementation of primary school science curriculum standards and deviate from the significance of primary school science teaching. Therefore, how to carry out the quality of primary school science teaching is to further promote the small subject. The key point of the curriculum reform is the situation teaching method. In the course of teaching, the teacher presupposes the teaching goal according to the teaching content and the characteristics of the students' physical and mental development, rationally configuring the teaching resources, creating the optimal teaching environment and guiding the students to actively think, discuss and explore in the creative teaching environment. The application of situational teaching method in many subjects has achieved good results, so the author tries to combine the characteristics of the science course of primary school and the characteristics of the physical and mental development of primary school students. The application of boundary teaching method in the primary school science teaching, using the literature review method, contrast experiment method and so on through the study and inquiry of the situational teaching method and the practice in the course of education and teaching, and in the guidance of the tutor, to apply the situational teaching method to the primary school science teaching and summarize the application strategy, and complete the application strategy. The specific structure is as follows: the "Introduction" part, I put forward the problem, the situation teaching at home and abroad research status, research content and ideas, research methods and innovation are expounded. The first chapter "situational teaching method related theory analysis", the author introduces the related concepts, characteristics and theoretical basis of situational teaching method. The two chapter "the significance of situational teaching in the primary school science classroom". The author expounds the significance of the application of situational teaching method to the science of primary school in the light of the characteristics of the course of primary school science and the characteristics of the physical and mental development of primary school students. The third chapter "the application classification of situational teaching in primary school science teaching", the author combines the situation with the situation The teaching method, the characteristics of the curriculum of primary school science, the characteristics of primary school students' physical and mental development, the application of situational teaching method in primary school science teaching is classified, and the specific case analysis is carried out in combination with "applied classification". The fourth chapter "experimental analysis", the author discusses and analyzes the comparative experiments carried out in the teaching process. The experimental setting and process, the experimental results and the analysis prove the actual effect of applying the situational teaching method to the primary school science teaching. The fifth chapter "the problem that the situation teaching should pay attention to in the primary school science teaching", through the author's study and understanding of the situation teaching and the exploration in the situation teaching process, the author summarizes the science of the primary school science. The principles and requirements for teachers should be paid attention to when implementing situational teaching methods in the classroom.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6

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