初中生物课生活情境导入的理论和实践研究

发布时间：2018-03-18 11:21

本文选题：初中生物课　切入点：生活情境导入　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：新课改强调:要提升学生的主体性,注重学生经验;要关注学生的学习兴趣、注重学生的主体发展;要以课本知识为基础,拉近学生学习环境与现实生活的距离。积极的、符合学生需要的生物课堂情境导入能激发学生学习兴趣,唤起学生内心体验和实践体验,利于激发学生学习动机,促进知识迁移;促进学生主动获取生物学知识,促进学生的学习能力、探究能力以及解决问题的能力的提高;有利于奠定课堂氛围;有利于培养学生思想品质;有利于X椙垦葱履芰σ约吧窼TS教育思想。课堂导入的有关研究大多是从生物课堂导入的类型、功能、方法、原则、策略等方面展开论述,且集中于对导入设计方法、案例的讨论,大多侧重于教学经验总结而很少上升到理论的水平,而且研究缺乏完整性和系统性。对于课堂情境导入的相关研究多停留在感性认识或经验总结的宏观方面,而对于某一类型导入的微型研究相对欠缺,目前还没有对于生物情境导入的系统研究。因此笔者对初中生物课生活情境导入的理论、设计及实施进行系统的研究。本研究运用文献研究法了解了生物生活情境导入研究的现状,针对存在问题,尝试结合初中生物学科特点及教学特点,总结初中生物课生活情境导入设计的理论依据、原则和策略。试图使生活情境导入的理论体系得到进一步的完善和发展。通过案例分析及课堂观察检验初中生物课堂生活情境导入的教学效果,在理论依据的指导下总结出生活情境导入的实施策略。通过对初中生物生活情境导入进行的系统的理论和实践研究,试图填补初中生物生活情境导入系统性研究的空白。希望能为生物教师及其他教育工作者进一步研究提供理论参考和借鉴,为初中生物教师设计和实施生活情境导入提供理论和实践参考,以提高其在实际运用中的可操作性和有效性,促进学生知识的建构、优化教师发展。本文包括以下几个部分:第一章为引言部分,主要论述课题的研究背景、研究方法、国内外研究现状及存在的问题以及研究意义;第二章主要阐述核心概念界定及本研究所用到的理论基础;第三章为初中生物课生活情境导入的理论研究,主要论述生活情境导入的功能、原则以及与学生、教师、学科这些因素的关系,这些是进行初中生物课生活情境导入设计的理论依据;第四章为导入案例设计;第五章为初中生物课生活情境导入的实施,主要选取部分导入案例进行实施和评价。最后,研究得出以下结论:在初中生物课堂运用生活情境导入能激发学生学习兴趣,促进知识迁移,有利于营造积极的课堂氛围;生活情境导入在初中某些生物课是可行的;本研究所总结的有关生物生活情境导入的理论依据能够为今后的相关研究提供理论参考;并不是所有生物课堂都适合运用生活情境导入,导入要切合具体教学内容。
[Abstract]:The new curriculum reform emphasizes: to enhance students' subjectivity and pay attention to students' experience; to pay attention to students' interest in learning and the development of students' main body; to draw closer the distance between students' learning environment and real life based on textbook knowledge. The introduction of biology classroom situation according to students' needs can stimulate students' interest in learning, arouse students' inner experience and practical experience, stimulate students' learning motivation, promote knowledge transfer, and promote students' active acquisition of biological knowledge. Promote students' learning ability, inquiry ability and problem-solving ability; help to establish classroom atmosphere; help to cultivate students' ideological quality; is conducive to X reclamation? ? Spring onion heather 蟽 about? The related research of classroom introduction is mainly from the types, functions, methods, principles and strategies of biology classroom introduction, and focuses on the discussion of the design methods and cases of the introduction. Most of the researches focus on the summary of teaching experience but rarely rise to the level of theory, and the research lacks of integrity and systematization. The related studies of classroom situational introduction stay in the macroscopic aspect of perceptual cognition or experience summary. However, for a certain type of microresearch, there is still no systematic research on biological situational introduction. Therefore, the author introduces the theory of life situational introduction in biology class in junior high school. This study uses the literature research method to understand the current situation of the introduction of biological life situation, aiming at the existing problems, try to combine the characteristics of biology and teaching in junior high school. Summing up the theoretical basis of life situation introduction design in biology course in junior high school, Principles and strategies. This paper tries to improve and develop the theory system of life situation introduction. Through case analysis and classroom observation, the teaching effect of life situation introduction in junior middle school biology classroom is tested. Under the guidance of the theoretical basis, this paper summarizes the implementation strategy of the introduction of life situation. Through the systematic theoretical and practical research on the introduction of biological life situation in junior high school, This paper attempts to fill the gap in the systematic study of biological life situation in junior high school. It is hoped that it can provide theoretical reference and reference for biology teachers and other educators. It provides theoretical and practical reference for biology teachers in junior high school to design and carry out the introduction of life situation in order to improve their operability and effectiveness in practical application and promote the construction of students' knowledge. This paper includes the following parts: the first chapter is the introduction, mainly discusses the research background, research methods, domestic and foreign research status, existing problems and research significance; The second chapter mainly expounds the definition of the core concept and the theoretical basis used in this study. Chapter three is the theoretical research on the introduction of life situation in biology class in junior high school, which mainly discusses the function, principle and the relationship with students and teachers. The relationship of these factors, these are the theoretical basis for the design of life situation introduction in junior high school biology class; chapter 4th is the introduction case design; chapter 5th is the implementation of the introduction of life situation in biology class in junior high school. Finally, the study draws the following conclusions: the use of life situation in junior middle school biology classroom can stimulate students' interest in learning, promote knowledge transfer, and help to create a positive classroom atmosphere; It is feasible to introduce the life situation in some biology courses in junior high school, and the theoretical basis of this research can provide the theoretical reference for the related research in the future. Not all biology classes are suitable for the introduction of life situations, the introduction should be appropriate to the specific teaching content.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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