“情境教学”在高中生物学教学中的实践研究

发布时间：2018-02-14 23:20

本文关键词： 情境情境教学生物学教学　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：“情境教学”在高中生物学教学中的实践研究学科教学(生物)专业研究生:杨小会指导教师:徐作英(教授)笔者作为一名新进教师的“预备役”,在实习与听课见习中发现,一堂优质的课往往是让学生在情境中去发现知识,并进行归纳总结升华的,这样的课堂总是生机勃勃且让人觉得充满活力,而且,随着课程改革的不断深化,人们开始更加深刻地认识到情境在教学中的重要作用,越来越多的人开始对“情境教学”进行系统性的研究与探索。由于上述背景原因,本人确定课题“情境教学”在高中生物学教学中的实践研究,希望能提高教学效率,更能为“情境教学”的探索做出一点贡献。本文采用了文献研究法、行动研究法在理论研究的基础上进行了实践研究,即对教材中的情境素材进行了整理归纳,并将利用情境素材创设教学情境的实践,就“情境教学”与传统教学的课堂教学进行了同课异构的对比研究,最后通过单元成绩的对比检验“情境教学”的有效性。论文分为四个部分:第一部分阐述了进行此研究的原因并对“情境教学”的思想渊源、研究历程与现状进行了综述。第二部分介绍了情境、“情境教学”的基本概念,并介绍了对情境素材的分类及在教学环节中的情境分类,并简要阐述了两者在课堂教学中的操作方式。第三部分讲述了本人进行的实践研究,实践研究分三部分展开,首先就情境素材分类对高中生物学教材上的情境素材进行分类建立素材库;然后一一介绍了教学环节中针对不同的情境创设的注意事项,并结合生物学“情境教学”实践中的实际操作,将案例研究融入到相应步骤中予以呈现;最后对情境的教学的有效性进行了“同课异构”的对比实验研究,选取两个情况相同的班,在实验班进行“情境教学”,对照班进行常规教学,再对单元成绩进行对比。经过单元成绩的对比来看,实验班相比对照班成绩有了小幅度的提高。这个实验效果一定程度上佐证了“情境教学”在高中生物学教学中的实践价值。第四部分主要是本人在进行“情境教学”实践过程中的一些思考与讨论。
[Abstract]:"situational Teaching" in the Teaching of Biology in Senior High School: graduate student of subject teaching (biology): Yang Xiaohui instructs teacher: Xu Zuoying (Professor) the author, as a new teacher, finds out in his practice and listening probation, A good class often allows students to discover knowledge in the context and to sum up and sublimate it. Such a class is always vibrant and dynamic, and as the curriculum reform deepens, People begin to realize more deeply the important role of situation in teaching, and more and more people begin to carry out systematic research and exploration on "situational teaching". In order to improve the teaching efficiency and make some contribution to the exploration of "situational teaching", I have determined the practical research of the subject "situational teaching" in biology teaching in senior high school. On the basis of theoretical research, the action research method has carried on the practice research, namely has carried on the summary to the situation material in the teaching material, and will use the situation material to create the teaching situation practice. This paper makes a comparative study on the isomerism of the same class between "situational teaching" and traditional classroom teaching. Finally, the validity of "situational teaching" is tested by comparing the results of units. The thesis is divided into four parts: the first part expounds the reasons for this research and the ideological origin of "situational teaching". The second part introduces the basic concepts of situation, "situational teaching", and introduces the classification of situational materials and situational classification in teaching links. The third part is about the practical research, which is divided into three parts. Firstly, it establishes the material database for the classification of the situational materials in the biology teaching materials of senior high school, and then introduces the matters needing attention in the course of teaching for different situations. Combined with the practical practice of "situational teaching" in biology, the case study is incorporated into the corresponding steps to be presented. Finally, the comparative experimental study on the effectiveness of the teaching of situation is carried out, which is called "isomerism of the same class". Two classes with the same situation were selected to carry out "situational teaching" in the experimental class, and conventional teaching in the control class, and then to compare the results of the unit. The result of this experiment proves the practical value of "situational teaching" in biology teaching in senior high school to some extent. Part 4th is mainly "situational teaching". Some thoughts and discussions in the practice of Learning.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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