布卢姆教育目标分类学在高中生物学教学设计中的应用研究

发布时间：2018-01-11 21:25

本文关键词：布卢姆教育目标分类学在高中生物学教学设计中的应用研究　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：在论文材料准备阶段,发现目前人们对布卢姆教育目标分类学的研究大多集中在对该理论的解读和评价或者对教学的启示和反思上,很少结合具体学科研究“怎么办”、“怎么使用”的问题。笔者通过调查也发现大多生物教师不能很好地落实知识目标,原因在于《生物课程标准》中知识目标的行为动词表述比较模糊,同时也缺乏相应教学设计理论的指导,从而导致教师不能把握知识目标的要求层次。因此本文基于布卢姆教育目标分类学修订版,从两个维度——知识维度和认知过程维度对知识目标进行分析,旨在在一定程度上能够帮助部分教师深入理解知识目标。鉴于此,本研究梳理了国内外教学设计、布卢姆教育目标分类学的研究进展,在综合分析其研究经验与不足的基础上,以2001布卢姆教育目标分类学修订版为理论指导,通过文献研究、理论探讨、调查研究、教学案例分析等方法,论述其在生物学教学设计中的具体应用。结合布卢姆教育目标分类学理论思想细化高中《生物课程标准》中的知识目标,知识目标细化后可以帮助教师深入理解知识目标的内涵和要求层次。另外基于布卢姆教育目标分类学构建高中生物学教学设计模式,并从指导思想、一般原则和主要内容三个方面阐述该模式的特征。同时运用构建的模式分析已有的教学设计,归纳出分析教案的一般方法“五步教学案例分析法”,即找关键元素、获得“最佳猜想”、重新审视整体、检验一致性和反思教学设计,运用这种方法既可以完善教学设计,也可以从中吸取别人的优点和发现自身不足,有利于教师自身的职业发展。还利用构建的高中生物学教学设计模式编写高中生物学教学设计,并将编制好的教学设计运用于实际教学,通过检测教师对教学时间的掌控情况和学生对知识点的掌握程度,了解运用该模式编写教学设计的科学性和优越性,结果表明运用该模式编写教学设计既可以帮助教师合理有效地控制好课堂教学时间,也可以促进学生对知识点的掌握程度。本研究结论对教师“如何教”和促进自身发展具有参考价值,同时也利于学生有效地学习。
[Abstract]:In the preparation stage of the paper, it is found that most of the current studies on the classification of educational objectives of Bloom focus on the interpretation and evaluation of the theory or the enlightenment and reflection on teaching. The author seldom studies the problem of "how to do" and "how to use" in combination with specific subjects. The author also finds that most biology teachers can not carry out the knowledge goal well. The reason is that the behavioral verbs of knowledge objectives in Biology Curriculum Standard are vague and lack the guidance of the corresponding instructional design theory. As a result, teachers can not grasp the requirement level of knowledge goals. Therefore, based on the revised classification of Bloom educational goals, this paper analyzes knowledge goals from two dimensions: knowledge dimension and cognitive process dimension. In order to help some teachers to understand the knowledge goal to a certain extent, this study combs the research progress of teaching design at home and abroad and the classification of educational goals in Bloom. On the basis of comprehensive analysis of its research experience and shortcomings, with the revised edition of 2001 Bloom educational objective taxonomy as the theoretical guidance, through literature research, theoretical discussion, investigation and research, teaching case analysis and other methods. This paper discusses its application in the design of biology teaching, and refines the knowledge goal in Biology Curriculum Standard of Senior Middle School by combining with Bloom's theory of educational objective taxonomy. The refinement of knowledge goal can help teachers to understand the connotation and requirement level of knowledge goal deeply. In addition, based on the classification of educational objectives of Bloom, the design mode of biology teaching in senior high school can be constructed, and the guiding ideology can be obtained. The general principles and main contents of this model are described in three aspects. At the same time, the existing teaching design is analyzed by using the constructed model, and the general method of teaching plan analysis is "five-step teaching case analysis". That is to find the key elements, get the "best guess", re-examine the whole, check the consistency and reflect on the teaching design, this method can not only improve the teaching design. Can also learn from the advantages of others and find their own shortcomings, conducive to the professional development of teachers themselves, but also use the construction of high school biology teaching design model to write senior high school biology teaching design. And the good teaching design will be used in practical teaching, through the detection of teachers' control of teaching time and students' mastery of knowledge points, we can understand the scientific and superiority of using this model to write teaching design. The results show that the use of this model to write teaching design can help teachers to control the classroom teaching time reasonably and effectively. This conclusion has reference value for teachers how to teach and promote their own development, at the same time, it is helpful for students to learn effectively.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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