翻转课堂下高中生物核心素养的教学实践研究

发布时间：2018-04-27 08:07

本文选题：翻转课堂 + 生物核心素养　；参考：《延安大学》2017年硕士论文

【摘要】：科技发展日新月异,为适应社会不断进步对高素养人才的需求,本研究将翻转课堂与生物核心素养结合到一起,探索培养学生生物核心素养的有效方式。首先,笔者通过文献研究法与归纳法,对国内外相关文献进行深入解读后,给出翻转课堂的定义、界定核心素养与生物核心素养的内涵。在对相关理论进行研读后,利用翻转课堂特有的优势,采用问题解决与探究活动相结合的方式,分课前准备、课堂教学、课后检测三个环节将生物核心素养的培养融入到高中生物教学中。其次,笔者选择了高二年级两个理科普通班作为本实验的对象,实验班级以翻转课堂模式进行教学,对照班级进行常规教学,实验目的是为了分析翻转课堂教学模式是否有利于提高学生的生物核心素养。在实验开始前,选取第一次月考成绩作为本实验的前测成绩,在必修三课程上完之后就进行的第二次月考成绩作为后测成绩。实验课程完成后,笔者采用调查问卷法对实验班级发放调查问卷,调查学生们对于这种教学模式以及教学效果的看法。在第一次月考与第二次月考期间,实验班级一直采用翻转课堂模式进行教学,在部分课后检测中,笔者布置了一些开放性小组探究任务,学生们的完成度与完成方法也作为实验结论的一项支撑数据。再次,根据实验班级与对照班级的前后两次测试成绩、问卷调查结果以及学生开放性小组探究任务的完成情况,笔者进行了深入分析。分析发现,采用翻转课堂教学模式进行教学,有利于提高学生的自主学习能力、培养学生的思考能力,同时,以解决问题为主导的课堂环节有利于学生掌握学习方法、巩固新知识,开放性小组探究任务有利于培养学生的动手能力与思考、创新能力。除了这些优点之外,这种教学模式也有一些不足,如有的学生虽然较为喜欢翻转课堂这种气氛活跃的教学模式,但同时觉得它会占用他们的时间,有的同学因为个人原因没有在课前观看学习视频,导致课上学习效果不理想等。最后,反思研究中存在的笔者经验不足、实验样本少、研究周期短等问题,并建议其他研究者充分准备、扩大样本范围、增长实验周期,以提高研究结论可靠性。
[Abstract]:The development of science and technology is changing with each passing day. In order to meet the demand of the society for the high quality talents, this study combines the flipping classroom with the biological core literacy, and explores the effective way to cultivate the students' biological core literacy. Firstly, through literature research and induction, the author gives the definition of flipping classroom and defines the connotation of core literacy and biological core literacy after in-depth interpretation of relevant literature at home and abroad. After studying the relevant theories, using the unique advantages of flipping classroom, adopting the method of combining problem solving with inquiry activities, we can divide the preparation before class and the classroom teaching. After class testing three links will be the cultivation of biological core literacy into high school biology teaching. Secondly, the author chooses two ordinary science classes in Grade 2 as the object of this experiment. The experimental classes are taught in the flipped classroom mode, and the conventional teaching is carried out in the control class. The purpose of the experiment is to analyze whether the flipping classroom teaching mode is beneficial to the improvement of students' biological core accomplishment. Before the beginning of the experiment, the results of the first monthly test are selected as the pre-test scores of this experiment, and the second monthly test scores after the completion of the required three courses are taken as the post-test results. After the completion of the experiment course, the author used the questionnaire method to distribute the questionnaire to the experimental class to investigate the students' views on the teaching mode and the teaching effect. During the first and second monthly exams, the experimental classes used the flipping classroom mode for teaching. In some after-class tests, the author assigned some open group inquiry tasks. Students' degree of completion and method of completion are also used as a supporting data for the results of the experiment. Thirdly, according to the results of the two tests before and after the experiment class and the control class, the results of the questionnaire and the completion of the students' open group inquiry task, the author makes a deep analysis. It is found that the flipping classroom teaching mode is helpful to improve students' autonomous learning ability and cultivate students' thinking ability. At the same time, problem-oriented classroom links are conducive to students' mastering learning methods. Consolidating new knowledge and exploring task in open group are helpful to cultivate students' practical ability, thinking ability and innovation ability. In addition to these advantages, this teaching model also has some disadvantages. For example, although some students prefer the active teaching mode of flipping the classroom, they feel that it will occupy their time at the same time. Some students for personal reasons did not watch the study video before class, resulting in unsatisfactory learning results. Finally, the author thinks about the problems in the research, such as lack of experience, few experimental samples, short research period, etc. It is suggested that other researchers should be fully prepared, expand the sample scope and increase the experimental period in order to improve the reliability of the research conclusions.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91;G434

【参考文献】