基于“5E”教学模式的高中生物学教学设计与实践研究

发布时间：2018-01-05 15:03

本文关键词：基于“5E”教学模式的高中生物学教学设计与实践研究　出处：《陕西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：我国2003年颁布的《普通高中生物课程标准》(以下简称《标准》)中提到,生物学科作为自然科学的一门基础学科,是研究生命的现象以及生命的活动规律的科学。这样的一门课程,在教学过程中应在义务教育基础上,进一步提高学生的生物科学素养。①教学设计是对整个教学系统各个要素的科学规划。因此,教学设计的好坏决定着课堂的教学效果,影响着学生生物科学素养的培养。高中生物教学设计更是要以全面培养学生能力为目标,注重知识矛盾,问题场景,实验探究和合作交流等等方面,应使高中生物课堂不仅具有丰富的科学知识,还能提升学生在课堂上的互动和探究能力。上世纪末,美国通过对生物课堂的研究提出了“5E”教学模式。此教学模式分为五步,第一步：引入(Engage);第二步：探究(Explore);第三步：解释(Explain);第四步：迁移(Elaborate);第五步：评价(Evaluate)。②因此称为“5E”教学模式。它以建构主义教学理论为基础,有很强的应用性和实践性。除此,它还能够非常全面的培养学生的能力,帮助学生养成动手动脑的习惯。“5E”教学模式的各个阶段以及每个阶段的要求都与课程改革的理念比较契合,尤其在探究性学习这一重要方面。木文对“5E”教学模式国内外的相关文献资料,进行了系统梳理,并进一步研究在高中生物学科中,基于“5E”教学模式如何进行高中生物学教学设计,应用到实践中,并与传统教学设计进行对比,得出此教学设计的特点,并完善这一设计,从而在理论和实践方面为高中生物学教师提供教学设计方面的借鉴。本文采用多种全面的研究方法对“5E”教学模式在高中生物学中的应用意义、基于“5E”教学模式进行高中生物学教学设计的过程、基于“5E”教学模式的教学设计可行性等内容进行了进一步研究,并经过修改和完善,呈现了八例较为成熟的基于“5E”教学模式的高中生物学教学设计(以人教版高中生物学必修教材为例),并总结出教学设计的特点及使用策略,为高中生物学教师提供教学参考与依据。
[Abstract]:The standard "ordinary high school biology curriculum in 2003 China promulgated the" (hereinafter referred to as the "standard") mentioned in biology as a basic subject of natural science, is the study of life phenomenon and life activity of science. Such a course, in the teaching process should be based on the compulsory education further. To improve the biological scientific literacy of students. The teaching design is the scientific planning of the various elements of the teaching system. Therefore, the teaching design determines the effect of classroom teaching, affects the scientific literacy of students. The high school biology teaching design is to cultivate students' comprehensive ability as the goal, focus on knowledge of contradictions, problems the scene, experimental inquiry and cooperative communication and so on, should make the high school biology classroom not only has rich scientific knowledge, but also enhance the students' interaction in the classroom and inquiry ability. At the end of last century, The United States proposed by "5E" teaching mode of biology teaching. The teaching mode is divided into five steps: first step: Introduction (Engage); the second step: Inquiry (Explore); the third step: Interpretation (Explain); the fourth step: migration (Elaborate); the fifth step: evaluation (Evaluate) II. So called "5E" teaching mode. It is based on the constructivism teaching theory, application and practical. Besides, it also can cultivate the students' ability of very comprehensive, help students develop hands-on mental habits. "Each stage 5E" teaching mode and the requirements of each phase are with the concept of curriculum reform more fit, especially in the inquiry learning of this important aspect. The relevant literature of "5E" teaching model at home and abroad, systematically, and further research in biology in senior high school, based on "5E" teaching mode and how to For the high school biology teaching design, applied to the practice, and compared with the traditional teaching design, the characteristics of the teaching design, and improve the design, so as to provide reference for the design of teaching high school biology teachers in the aspects of theory and practice. This paper adopts a comprehensive research method on the application of "5E" teaching in the senior high school biology, based on "5E" teaching model of high school biology teaching design process, based on the "5E" teaching mode of teaching content design feasibility was further studied, and after modification and improvement, presents eight cases based on the mature high school biology teaching design of 5E teaching mode (who teaches compulsory textbook of senior high school biology version for example), and summed up the characteristics of the teaching design and strategy for high school biology teachers' teaching reference and basis.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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