高中生物教学设计中的学情分析研究

发布时间：2018-01-16 14:33

本文关键词：高中生物教学设计中的学情分析研究　出处：《上海师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着新课程的改革和《基础教育改革纲要(试行)》的颁布,“关注学生”、“以生为本”的呼声越来越高,传统的灌输式教学正在向“以学生为本”的教学方式改变。基于这一理念,学情分析也就成了所有人都开始重视的问题。学情分析研究的不断深入体现了新课程改革的理念不断深入教师的教育教学行为中,教师的观念正努力从学科本位、知识本位转向关注每一个学生。学生的主体性越来越受到重视,不再是物化的学生观。学情分析,简单来说,是指教师全方位地对学生的一些情况进行分析,它作为教学设计中必不可少的一部分,是教学是否成功的关键,但在课堂教学中,教师对“学情分析”的重要性认识不足,存在认识偏差且缺乏具体分析的方法支撑和经验积累。本论文以高中生物教学设计中的学情分析为主要研究对象,从教学设计重要因素——“学情分析”的具体方法为出发点,运用案例研究和文献研究的方法,对学情分析中的学习对象、教学内容、教学环境、教学主体(教师)和课程标准等各要素如何进行分析在方法上进行了深入细致的研究,并以典型案例为代表阐述高中生物教学设计中“学情分析”的流程和具体方法,同时结合自身在研究本课题的实践中的体验,提出学情分析的相关建议。本文主要包括下列内容:第一部分,主要是对学情分析背景、意义、研究现状和研究方法等的介绍。通过查阅文献,说明学情分析的重要地位和本研究的研究价值。总结归纳学情分析目前还存在的不足,主要包括学情分析的“片面化”、“虚无化”和“脱节化”等。第二部分,主要是跟学情分析有关的理论基础的介绍,和学情分析相关概念的界定。跟学情分析有关的理论基础主要有最近发展区理论、多元智能理论、人本主义理论等等。在查阅文献的过程中发现,虽然近年来对学情分析的文献逐渐增多,但是大多数作者对于什么是学情、以及学情分析的内容见解都是不同的,在这里,笔者也对本文所要研究的学情做了概念的界定。第三部分,对学习对象、教学内容、教学环境、教学主体(教师)和课程标准各要素分析进行具体阐述,从如何进行学情分析处着手,在方法、策略等方面加以论述。第四部分,以典型案例为代表阐述高中生物教学设计中“学情分析”的基本流程和具体方法。第五部分,结语。主要是对本研究的分析,总结,以及根据研究结果提出的有关学情分析的建议。
[Abstract]:Along with the new curriculum reform and the "basic education reform program (Trial)" promulgated, "pay attention to the students," student centered "is increasing, traditional teaching method is to change the" student-centered "teaching mode. Based on this idea, the learning situation analysis will become all the people are beginning to pay attention to the problem. The teaching behaviors of students deeply embodies the concept of the new curriculum reform deepening of teachers, teachers' beliefs are working from the discipline standard, the knowledge standard to pay attention to each student. Students' subjectivity more and more attention, is no longer a materialized the concept of students. The learning situation analysis, in simple terms, refers to the full range of teachers to students some situation analysis, it is an essential part in the teaching design, teaching is the key to success, but in the classroom teaching, teachers learn to love To understand the importance analysis, awareness of the existence of bias and lack of specific methods of analysis support and experience. In this paper, the high school biology teaching in the design of learning situation analysis as the main research object, the specific method of important factors from teaching design -- "students" as the starting point, using the method of case study and literature research the analysis on the learning situation, learning object, teaching content, teaching environment, teaching subjects (teachers) to the elements and curriculum standards were analyzed to conduct in-depth and meticulous research on the method, and the typical case as the representative of the high school biology teaching design student analysis process and specific methods, at the same time in the light of its own practice of this topic's research experience, put forward the relevant suggestions of learning situation analysis. This paper mainly includes the following contents: the first part is mainly on the learning situation analysis of the background and significance, The research status and research methods in this paper. Through literature, explains the value importance of learning situation analysis and the research. The shortcomings still exist in inductive learning situation analysis, including the analysis of the situation of the "one-sided", "nothingness" and "out of touch". The second part mainly. With the analysis of the situation about the theoretical basis of introduction and analysis of related concepts of learning are defined. The zone of proximal development theory with the analysis of related theories of learning, multiple intelligences theory, humanism theory and so on. In the process of literature in the present, although in recent years the analysis of Qing literature gradually increased, but most of the authors for what is the learning situation, and learning situation analysis of the content of opinions are different, here, the author of this paper is to study the learning situation made the definition of the concept. The third part, the object of study, teaching The content, teaching environment, teaching subjects (teachers) to analyse the elements and curriculum standards in detail, from the analysis of how to learning situation in the method, discusses the strategy and other aspects. The fourth part, with the typical case as the representative of the high school biology teaching design student analysis of the basic processes and specific methods. The fifth part is a summary of the main conclusion. Analysis of this research, and the analysis of the situation of suggestions are put forward according to the research results.

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

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