小学科学课堂教学与初中生物衔接的策略研究

发布时间：2018-01-07 16:20

  本文关键词：小学科学课堂教学与初中生物衔接的策略研究　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

  更多相关文章： 小学科学 初中生物 教学衔接

【摘要】：提高学生的生物科学素养是小学科学和初中生物的共同教育目标之一,但是小学和初中分属于不同的教育阶段,在生物学相关教学内容、教学方法等方面均存在显著差异,且由于小初管理分立,导致教师间缺少交流,中小学教育难以顺利衔接。学习是一个连续的过程,小学高年级是由小学向初中过渡的关键阶段,在该阶段进行生物教学衔接研究可望为学生进入初中后,更快地适应中学生物学习方式和教师的知识传授方式打下基础。本研究综合运用文献研究法、问卷调查法以及案例分析法,从以下几个方面对小学科学向初中生物教学过渡的衔接教学进行研究:第一,本研究通过文献研究法,查阅了近二十年来有关生物教育衔接的相关文献,在充分分析小学科学“生命世界”与初中生物教育衔接相关研究现状的基础上,确定本研究的目的、主要研究内容及研究方法。第二,在界定本课题中“教学衔接”定义的基础上,借助于文献资料,分别从教育心理学与教育学角度梳理支撑衔接教学研究相关的理论基础,从理论层次论证了本研究课题提出的必要性。第三,通过比较分析,我们可以发现,无论是在课程理念的提出、还是在课程内容的选择上都体现出了由小学向初中的延续性和发展性,这也为我们研究小初衔接教学策略提供了可行性和导向性;但是由于小学科学为综合性课程、而初中生物为专业性课程,并且考虑到小学和初中学生身心发展的差异性,因此两者在知识内容的编排上存在较大的差异,为有利于衔接教学,建议根据初中生物知识结构体系、将小学科学“生命世界”相关内容重新整合为“生命体的结构层次”、“生物的遗传与变异”、“生物圈”、“生物圈中的人”、“动物”、“植物”、“健康”七个主题。第四,在进行调查问卷的基础上,分析调查结果,利用教学案例分析的形式,提出可行的课堂衔接教学策略。并结合课程标准与教材的分析结果,从教学态度、课堂教学设计、教学方法三方面为小学高年级科学课堂进行生命科学衔接教学提出了一般性建议:(1)从教学态度上:小学科学高年级教师应增加与初中生物教师的教学交流,在教学的多方面进行沟通,利用这种方式改善小学高年级生命教育的课堂教学模式(2)在课堂教学设计上:小学高年级教师应当增设生物探究性实验活动,帮助学生形成初级的生物学科探究的思维模式。(3)从教学方法上:中小学教师的教学方法肯定是有差异的,因此在小学高年级的教学中要适当的改变或结合初中的教学方法,帮助学生转变学习的思维。
[Abstract]:To improve the biological scientific literacy of students is one of the common goals of education primary school science and biology of junior high school, primary school and middle school but belong to different stages of education, in the biology teaching content, teaching methods and so on were significantly different, and because of the small initial management division, resulting in a lack of communication between teachers, to the smooth transition of primary and secondary education. Learning is a continuous process, high grade primary school is the key stage of the transition from primary school to junior high school, in the period of teaching for the students to study biology after entering junior high school, quickly adapt to lay the foundation for middle school biology learning and teachers' knowledge. This research uses the literature research method, questionnaire survey method and the case analysis, from the following several aspects of research on primary school science to the junior middle school biology teaching transition Teaching: first, this study through literature research The method of access to relevant literature about biological education in recent twenty years, in the full analysis of primary school science "life world" and the related research status between biological education in junior high school on the basis of determining the purpose of this study, the main research contents and research methods. In second, the definition of the subject of "teaching" definition on the basis, by means of literature, from the educational psychology and pedagogy perspective supporting teaching related research and theoretical basis, from the theoretical level demonstrates the necessity of this research topic is proposed. Third, through the comparative analysis, we can find that, whether it is put forward in the curriculum, or in the selection of curriculum content all reflect the continuity and development from primary school to junior high school, which also provides the feasibility and guidance for us to study the small early convergence strategies; but due to the small science comprehensive Of course, the junior middle school biology specialty courses, and considering the difference between primary school and junior high school students' physical and mental development, so they have great differences in the knowledge content arrangement, is conducive to teaching, suggestions based on the junior middle school biology knowledge structure system, the small science of "life world" relevant content integration for the "hierarchy" life, "the inheritance and variation of biological", "biosphere", "in the biosphere", "animal", "plant", "health" seven topics. Fourth, based on questionnaires, analysis of the survey results, analysis of the use of case teaching in the form. The feasible convergence of the classroom teaching strategies. The results of analysis and combining the curriculum standards and teaching materials, the teaching attitude, teaching design, teaching methods from three aspects of life science teaching for high grade primary school science classroom Put forward the suggestion: (1) from the teaching attitude of Science: high grade primary school teachers should be increased and the junior middle school biology teachers exchange, communicate in many aspects of teaching, improve the life education of high grade primary school the classroom teaching mode (2) in the design of classroom teaching: high grade primary school teachers should the addition of biological exploratory experiments, help students explore the formation of biological disciplines the primary mode of thinking. (3) from the angle of teaching methods: the teaching method of primary and secondary school teachers is certainly different, so in the high grade primary school teaching should be changed or combined with the teaching method of junior middle school, to help students change their learning thinking.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6;G633.91
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本文编号：1393334