高中生物课堂多维互动教学策略的研究

发布时间：2018-03-15 03:13

本文选题：课堂教学　切入点：全面发展　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：“多维”是指改变过去教师独占课堂、学生被动接受的单一的教学信息传递方式,促成课堂教学多向互动(师生、生生、群体等)局面的出现;“互动”是指通过教学主体互动、教学主客体间互动、师生认知互动、师生情感互动、师生实践活动互动等,包含了互动的关系、互动的内容、互动的方向等,促进多维互动的教学关系的生成,实现学生的主动发展。本研究以社会学和教育学中的互动理论、建构主义学习理论、符号互动论、集体动力理论等为基础,采用行动研究法、文献资料法、实例论证法进行研究。在教学实习期间,选择高一年级4个班的学生采取多维互动教学策略进行对照实验,使用人教版高中生物必修一《分子与细胞》的第二、三、四章内容进行对比教学,运用统计分析法进行实验结果分析和评价。实验结果表明:经过采取多维互动教学策略后,优等实验班生物成绩与对照班的生物成绩之间存在显著性差异,优等实验班的平均分比前测时的成绩提高了3.183分,对照班比其前测提高了0.768分,由此可以说明优等班采取多维互动教学策略后生物成绩会有所提高;中等实验班在采取多维互动教学策略后与其对照班差异极其显著,中等实验班的平均分提高了3.073分,而中等对照班却降低了1.291分,说明中等班在采取多维互动教学策略后生物成绩会有所提高。并且证明采取多维互动教学策略可以促进学生有效实现三维学习目标,培养学生的自学能力以及提高学生的学习效率和主动性,能将传统“静止”的课堂教学状态转换为“动态”的课堂,更有效构建平等和谐的师生关系。
[Abstract]:"multidimensional" refers to the change of the single teaching information transmission mode, which used to be exclusively occupied by teachers and accepted passively by students, so as to promote the emergence of multi-directional interaction in classroom teaching (teachers, students, students, groups, etc.); "interaction" refers to the interaction of teaching subjects. The interaction between subject and object of teaching, cognitive interaction between teachers and students, emotional interaction between teachers and students, practical interaction between teachers and students, etc., includes the interactive relationship, the content of interaction, the direction of interaction, and so on, which promotes the generation of multi-dimensional interactive teaching relationship. This study is based on the interactive theory in sociology and pedagogy, constructivism learning theory, symbolic interaction theory, collective motivation theory, and so on. During the teaching practice period, the students in the four classes of grade one of senior high school adopted multi-dimensional interactive teaching strategy to carry on the comparative experiment, using the second and third of "molecules and cells", which is the required course of biology in senior high school. The four chapters are compared with each other, and the results of the experiment are analyzed and evaluated by statistical analysis. The experimental results show that: after adopting multi-dimensional interactive teaching strategy, There was significant difference between the biological score of the excellent experimental class and that of the control class. The average score of the excellent experimental class was 3.183 points higher than that of the pre-test, and the control class was 0.768 points higher than that of the control class. It can be concluded that the biological achievement of the excellent class will be improved after adopting the multi-dimensional interactive teaching strategy, and the average score of the middle experimental class has increased by 3.073 points after adopting the multi-dimensional interactive teaching strategy compared with the control class. But the middle control class reduced 1.291 points, which indicated that the biological achievement of the secondary class would be improved after adopting the multi-dimensional interactive teaching strategy, and proved that adopting the multi-dimensional interactive teaching strategy could promote the students to realize the three-dimensional learning goal effectively. By cultivating students' self-study ability and improving their learning efficiency and initiative, the traditional "static" classroom teaching state can be transformed into "dynamic" classroom, and the equal and harmonious teacher-student relationship can be constructed more effectively.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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