高中生物与化学的交叉渗透教学研究

发布时间：2018-05-08 12:40

本文选题：学科交叉 + 学科渗透　；参考：《湖南师范大学》2016年硕士论文

【摘要】：在当今社会快速发展的进程中,我们将会遇到科学技术问题、环境问题和社会发展等问题。面对这些具有高度综合性的问题,需要运用多学科的知识和方法,进行多方广泛合作来解决。目前,我国中学课程是以分科课程为主,这虽然能更好促进学生对学科内知识的掌握,但它忽视了不同学科间相互联系渗透的事实,教师在教学过程中各自为政,导致学生在学习过程中,局限在某一学科中,不会将所学到的知识、方法等融会贯通,对学生综合探究能力和整体的科学观不利。因此进行学科交叉渗透教学尤为必要。本文首先通过对相关文献、理论基础和相关概念的梳理,确定研究方向,其次本文对目前高中生物教师对生物与化学学科交叉渗透教学的认识和态度进行调查研究,调查结果表明教师肯定学科交叉渗透的价值,但因各种因素阻碍了学科交叉渗透教学的进行,教学现状并不理想。在“3+3”新高考政策实行之后,进行学科交叉渗透教学更为重要。再次,通过分析高中生物教材(浙科版)和高中化学教材(苏教版),归纳比较得出生物与化学学科交叉渗透点,包括知识、技能和方法三个方面,根据交叉点和调查研究结果分析,从日常课堂教学、实验教学、课后练习、实践活动或校本课程教学四个方面选择典型的交叉点进行生物教学案例分析,从小处着手,层层递进,以期为教师的教学实践提供与学科交叉渗透相关的教学参考。根据案例分析,本文总结出交叉渗透的思路和方法,包括以下六点:创设情境,促进渗透;借助模型,突破难点;进行比较,寻找个性;利用微课,提高效率;迁移知识,解决问题;主题教学,相互融合。最后本文从提高教师素质和加强生物与化学教师间的合作交流两方面进行阐述,为中学生物教师进行交叉渗透教学提供建议。本研究全面总结中学生物课程与化学课程间的联系,结合目前生物课程改革进程,探究生物与化学交叉渗透的教学方法和思路,这对当前新课程改革中的生物教学有重要意义。
[Abstract]:In the process of rapid social development, we will encounter problems such as science and technology, environment and social development. Faced with these highly comprehensive problems, it is necessary to use multidisciplinary knowledge and methods to solve them in a wide range of ways. At present, the middle school curriculum in our country is mainly divided into subjects, which can better promote the students to master the knowledge within the subject, but it ignores the fact that the different subjects are interrelated and infiltrated, and the teachers do their own things in the process of teaching. As a result, students in the process of learning, limited in a certain subject, will not learn the knowledge, methods and so on, which is not conducive to the students' comprehensive inquiry ability and the overall view of science. Therefore, it is particularly necessary to carry out cross-permeation teaching. First of all, through the relevant literature, theoretical basis and related concepts, this paper determines the research direction. Secondly, this paper investigates the understanding and attitude of senior high school biology teachers to the cross-permeation teaching of biology and chemistry. The investigation results show that teachers affirm the value of subject cross-permeation, but the present teaching situation is not ideal because of various factors hindering the progress of subject cross-permeation teaching. After the implementation of the new college entrance examination policy, it is more important to carry out interdisciplinary teaching. Thirdly, through the analysis of senior high school biology textbook (Zhejiang edition) and senior high school chemistry textbook (Su education edition), the author concludes that the cross permeation point of biology and chemistry course includes three aspects: knowledge, skill and method. According to the analysis of intersection points and the results of investigation and research, the typical intersection points are selected from four aspects of daily classroom teaching, experimental teaching, after-school practice, practical activities or school-based course teaching to carry out biological teaching case analysis. In order to provide the teaching reference related to the cross-permeation of the subject for the teacher's teaching practice. According to the case analysis, this paper summarizes the ideas and methods of cross-permeation, including the following six points: create situation, promote penetration; break through difficulties with the help of model; compare and find personality; use micro-lessons to improve efficiency; transfer knowledge. Problem solving; subject teaching, fusion. At last, this paper expounds from the aspects of improving teachers' quality and strengthening the cooperation and exchange between biology and chemistry teachers, so as to provide suggestions for middle school biology teachers to carry out cross-permeation teaching. This study comprehensively summarizes the relationship between biology curriculum and chemistry curriculum in middle school, and probes into the teaching method and train of thought of biology and chemistry cross permeation combining with the current biology curriculum reform process, which is of great significance to biology teaching in the current new curriculum reform.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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