中学生物三段七步衔接教学策略研究

发布时间：2018-05-03 14:26

本文选题：三段七步教学策略 + 中学生物　；参考：《广西师范大学》2017年硕士论文

【摘要】：有效课堂教学一直是教师教学中不断探索研究的课题。传统的教学模式中教师是课堂的主角,学生是旁观被迫接受者,一味强调教师的“教”而忽视学生的“学”,学与教本末倒置,忽略了学生情感、智力、个性与创新的全面发展。中学阶段设置生物课程是在七八年级和高中阶段,在九年级就出现了生物课程的空白期,形成一个断层,使得学生在高一阶段重新接触生物课程后,因内容增加以及难度加大,加上教师教学方式的差别,一时间难以适应高中学习节奏,对生物无法提起兴趣,时间一长产生厌倦感,如教师在授课时不加以关注并改变教学策略,厌倦局面将会扩大并且形成恶性循环,久而久之,“不喜欢生物课”形成常态。此时,注重初高中生物衔接教学,运用一定的教学策略进行有效课堂教学尝试迫在眉睫。本文以新课程改革核心理念“一切为了学生的发展”为目标,结合传统教学优势,利用“三段七步教学策略”探索初高中生物衔接教学的有效课堂模式。经过研究,笔者梳理了三段七步教学策略理论知识,总结初中生物与高中生物教材内容上有衔接的部分,旨在把三段七步教学策略应用于衔接教学,面向全体中学生,培养学生良好的自主学习习惯、学习能力以及探究性思维能力,达到促进学生素质的全面发展和具有终身学习能力的目标。本研究采用文献法、实验法、问卷调查法、行动研究法以及案例分析法,阐述三段七步教学策略内容:导入性活动阶段(吸引注意和明确目标)、发展性活动阶段(自主研究、小组合作和展示评价)、结果性活动阶段(巩固迁移和归纳总结)。重点研究如何把三段七步教学策略与衔接教学融合在一起达到有效教学的目的。在研究中利用自己多年的教学经验以及三段七步教学策略营造了和谐放松的教学环境,建立规范民主的课堂秩序,培养了学生一定的自主探究能力和积极乐观的学习态度,给中学生物衔接教学提供了有效课堂教学理论依据和策略。通过研究,发现把三段七步教学策略应用于中学生物衔接教学,在一定程度上能提高中学生对生物的兴趣,并且能明显提高中学生的生物学习成绩、自主学习能力和创新意识,对提高课堂教学效率有一定的作用。
[Abstract]:Effective classroom teaching has always been a subject of continuous exploration and research in teachers' teaching. In the traditional teaching mode, the teacher is the protagonist of the classroom, the student is the passive receiver, the teacher's "teaching" is blindly emphasized while the student's "learning" is ignored, the learning and teaching are put before the horse, and the students' emotion and intelligence are ignored. The all-round development of personality and innovation. In the middle school stage, the biology curriculum was set up in grades seven or eight and in the senior high school. In the ninth grade, there was a gap in the biology curriculum, which formed a fault. After the students recontacted the biology curriculum in the first year of senior high school, the content increased and the difficulty increased. Combined with the differences in teaching methods, it is difficult to adapt to the high school learning rhythm for a time, unable to arouse interest in biology, and tired over time, such as teachers do not pay attention to teaching and change teaching strategies. Boredom will expand and form a vicious circle, and over time, disliking biology lessons will become the norm. At this point, it is urgent to pay attention to biological cohesion teaching in middle and high schools, and to use certain teaching strategies to carry out effective classroom teaching. This paper aims at the core idea of the new curriculum reform, "everything for the development of students", combines the advantages of traditional teaching, and explores the effective classroom model of biological cohesion teaching in middle and high schools by using "three stages and seven steps teaching strategy". Through the research, the author combs the theoretical knowledge of the three-stage and seven-step teaching strategy, summarizes the linking part of the biology teaching materials of junior middle school and senior high school, and aims to apply the three-stage and seven-step teaching strategy to the cohesive teaching, so as to face all the middle school students. In order to promote the all-round development of students' quality and lifelong learning ability, we should cultivate students' good autonomous learning habits, learning ability and inquiry thinking ability. This study uses literature, experiment, questionnaire, action research and case analysis to expound the contents of three-stage and seven-step teaching strategies: the stage of leading activities (attracting attention and defining goals), the stage of developmental activities (independent research), Group cooperation and demonstration evaluation, outcome activity phase (consolidation of migration and summary of induction). This paper focuses on how to integrate three-stage and seven-step teaching strategies with cohesive teaching to achieve the purpose of effective teaching. In the course of the research, we have built a harmonious and relaxed teaching environment by using our own teaching experience and three-stage and seven-step teaching strategy, established the standard and democratic classroom order, and cultivated the students' self-inquiry ability and positive and optimistic learning attitude. It provides effective theoretical basis and strategies for biological cohesion teaching in middle school. Through the research, it is found that applying the three-stage and seven-step teaching strategy to the biological cohesion teaching in middle school can improve the students' interest in biology to a certain extent, and can obviously improve the students' biological learning achievement, autonomous learning ability and innovative consciousness. To improve the efficiency of classroom teaching has a certain role.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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