“非指导性”教学在初中生物教学中的应用研究

发布时间：2018-01-16 14:11

本文关键词：“非指导性”教学在初中生物教学中的应用研究　出处：《江苏师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着新课程改革的不断推进与发展,寻找一个契合初中生物课堂教学的教学模式已成为摆在广大初中一线生物教师面前的亟待解决的问题。可是,传统的初中生物课堂教学模式是以教师为课堂教学的中心、单方面给学生灌输知识的教学模式,使初中生物课堂变为教师单纯讲授、学生被动接受的僵化的形式,学生在课堂上的主体性没有得到体现。这种教学模式不利于学生创造思维、发散性思维的养成,不符合当前对人才培养的需求,不适合新时期初中生物课堂教学的要求。“非指导性”教学模式是20世纪60年代由美国的人本主义心理学家罗杰斯首先提出的。“非指导”不是说不指导,而是不明确的指导。“非指导性”教学模式有利于转变师生之间的原本的关系,形成以学生为课堂中心的新模式。通过“非指导性”教学模式,让学生能积极的全身心地进入到初中生物课堂教学中来,并且能形成学会合作、敢于交流、愿意分享的学习氛围。开展“非指导性”教学模式,能够提高学生学习的积极性和主动性,培养合作、分享的良好习惯,锻炼他们的合作探究能力,最终能够提高初中生物课堂教学的质量,同时对丰富初中生物课堂教学的理论和形式能发挥重要指导意义。本论文的研究内容及结果包括:第一章绪论。介绍了选题的背景;综述了国内外关于“非指导性”教学模式的研究现状;简述了本研究的目的、意义和研究的思路与方法以及创新之处等内容。第二章研究的理论基础。界定了与本研究相关的主要概念;简要介绍了本研究的理论基础,即卡尔·罗杰斯的非指导性治疗理论、人本主义的学习理论和建构主义学习理论。第三章“非指导性”教学模式在初中生物课堂教学中的实践现状。主要通过对初中生物“非指导性”教学模式在初中生物教学中的实践状况进行论述,介绍了一些传统的初中生物课堂教学模式并简要介绍初中生物“非指导性”教学模式的应用现状并对其实践的前景进行展望。第四章“非指导性”教学模式的实施。主要是论述初中生物课堂教学中“非指导性”教学模式的具体运用,从初中生物课堂“非指导性”教学模式的实施步骤,主要是课前准备、课上运用、课后总结这些方面展开论述,同时对初中生物课堂“非指导性”教学模式的实施方法也作了讨论。第五章初中生物“非指导性”教学模式实施的注意问题。对在实施“非指导性”教学模式过程中产生的问题进行论述,以达到适应初中生物课堂教学的需求。第六章初中生物“非指导性”教学模式实践效果及评估。通过对师生双方的问卷调查以评估在初中生物“非指导性”教学活动的实施过程中的实践的效果。最后也对其局限性进行了反思。第七章结束语。主要是对本研究的作了简要总结,并对本研究今后更进一步的探索和实践进行了展望。
[Abstract]:With the advancement and development of the new curriculum reform, it has become an urgent problem for the biology teachers in junior high school to find a teaching model suitable to the biology teaching in junior middle school. The traditional biology classroom teaching mode of junior high school is a teaching mode which regards teachers as the center of classroom teaching, and unilaterally inculcates knowledge to students, which makes biology classroom of junior high school become pure teaching by teachers. The rigid form of students' passive acceptance does not reflect the subjectivity of students in the classroom. This teaching mode is not conducive to students' creative thinking, divergent thinking cultivation, not in line with the current demand for talent training. It is not suitable for the requirements of biology classroom teaching in junior high school in the new period. The "non-directive" teaching model was first put forward by American humanistic psychologist Rogers in 1960s. "non-guidance" is not to say "no guidance". But not clear guidance. The "non-directive" teaching mode is conducive to changing the original relationship between teachers and students, forming a new student-centered model. So that students can actively and wholeheartedly into junior high school biology classroom teaching, and can form a learning cooperation, dare to exchange, willing to share the learning atmosphere, and carry out the "non-directive" teaching model. It can improve the enthusiasm and initiative of students, cultivate the good habit of cooperation and sharing, exercise their ability of cooperation and inquiry, and finally improve the quality of biology classroom teaching in junior high school. At the same time, it can play an important guiding role in enriching the theory and form of biology classroom teaching in junior high school. The research contents and results of this thesis include: chapter one, introduction. This paper summarizes the current situation of the research on the "non-directive" teaching mode at home and abroad. The purpose, significance, ideas and methods of the research, and the innovation of the research are briefly described. The second chapter is the theoretical basis of the study, and defines the main concepts related to this study; This paper briefly introduces the theoretical basis of this study, that is, Carl Rogers' theory of nondirective therapy. Humanistic learning theory and constructivist learning theory. Chapter three "non-directive" teaching mode in junior middle school biology classroom teaching practice. Mainly through the junior middle school biology "non-directive" This paper discusses the practice of teaching mode in biology teaching in junior high school. This paper introduces some traditional biology classroom teaching models in junior high school, and briefly introduces the present situation of the application of the "non-directive" teaching mode in junior high school biology and prospects for its practice. Chapter 4th, "Non-directive" The implementation of teaching mode mainly discusses the concrete application of "non-directive" teaching mode in biology classroom teaching in junior middle school. From the junior middle school biology classroom "non-directive" teaching mode of implementation steps, mainly pre-class preparation, use in class, summing up these aspects of the discussion after class. At the same time, the paper also discusses the implementation method of "non-directive" teaching mode in junior middle school biology classroom. Chapter 5th, the problems concerning the implementation of "non-directive" teaching mode in junior high school biology classroom, and the implementation of "non-directive" teaching mode in junior middle school biology classroom. The problems arising in the process of teaching mode are discussed. In order to meet the needs of biology classroom teaching in junior high school. Chapter 6th, the practical effect and evaluation of "non-directive" teaching mode of biology in junior high school. The questionnaire survey between teachers and students was conducted to evaluate the "non-directive" teaching mode in junior high school biology. The effect of practice in the implementation of teaching activities. Finally, it also reflects on its limitations. The conclusion of chapter 7th is mainly a brief summary of this study. The further exploration and practice of this study are prospected.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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