非重点高中生物课堂教学策略实践研究

发布时间：2018-04-08 18:50

本文选题：高中生物学　切入点：课堂教学　出处：《山东师范大学》2017年硕士论文

【摘要】：许久以来,重点中学的扩招、招生程序的变化、考生选择权的加大等诸多因素,导致文化知识基础较差的学生越来越多地集中到了非重点中学。除了知识基础薄弱外,这些学生还往往存在:学习能力弱,不能按时完成教学任务;学习习惯不好,纪律意识淡薄,课堂管理困难;缺乏自信,学习动机不强,不能快速地适应高中生活。为了较好的解决这些问题,提高课堂效率,作者进行了本项研究。本研究从分析非重点中学高中生物课堂中存在的问题入手,从学生、教材教法、学校和社会等三个层面依次进行了分析,进而找到了导致这些问题的深层原因。然后作者从查找教育文献入手,找到了相应的理论依据:最近发展区理论、成败归因理论、发现学习理论、认知同化理论等。以这些理论为指导,以与同行广大一线生物教师的广泛探讨为基础,并结合自己的教学经验,制定出一套切实可行的策略。依照上课的顺序,分为课前策略、课中策略、课后策略。作者对每条策略的实施时间、实施方法、实施过程、注意事项等进行了详细地陈述。最后用作者所执教的两个高一实验班进行了实践验证,确定了策略的有效性。本研究的实验阶段进行了两个学期,通过平时对学生的访谈和学情的观察,作者得出这套策略能让学生很快地适应高中生物课堂的节奏,增加学生学习生物的兴趣,提高学生学习的自觉性。经过对实验班两次期末考试成绩和对照班两次期末考试的成绩进行的对比分析,充分验证了这套策略能有效提高学生的成绩。由此得出结论:本研究较好的落实了新课改的教学理念,能解决非重点中学这个群体存在的具体问题,有推广和再研究的价值。
[Abstract]:For a long time, the expansion of key middle schools, the changes of enrollment procedures, the enlargement of candidates' choice, and so on, have led students with poor cultural knowledge to concentrate more and more on non-key middle schools.In addition to the weak knowledge base, these students also often exist: weak learning ability, unable to complete teaching tasks on time; poor study habits, weak sense of discipline, difficult classroom management; lack of self-confidence, weak motivation for learning,Unable to adapt to high school life quickly.In order to solve these problems and improve classroom efficiency, the author carried out this study.This research begins with the analysis of the problems existing in the biology classroom of the non-key middle school, analyzes the students, the teaching method of teaching materials, the school and the society in turn, and finds out the deep causes of these problems.Then the author starts with the educational literature and finds the corresponding theoretical basis: the theory of the proximal development area, the theory of attribution of success or failure, the theory of discovery of learning, the theory of cognitive assimilation and so on.Under the guidance of these theories, a set of practical strategies are worked out on the basis of extensive discussion with the teachers of biology in the field, and combining with their own teaching experience.According to the order of class, divided into pre-class strategy, class strategy, after-class strategy.The author states in detail the time, method, process and matters needing attention of each strategy.Finally, the effectiveness of the strategy is confirmed by using the two experimental classes taught by the author.The experiment stage of this study was carried out for two semesters. Through the interview and observation of the students' learning situation, the author concluded that the strategy could make the students adapt to the rhythm of the biology classroom quickly and increase the students' interest in learning biology.Improve students' consciousness in learning.Through the comparative analysis of the results of the two final examinations in the experimental class and the two final examinations in the control class, it is fully verified that this set of strategies can effectively improve the students' scores.From this conclusion: this research has carried out the teaching idea of the new curriculum reform well, can solve the concrete problem that the group of non-key middle school exists, have the value of popularizing and studying again.
【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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