基于“教学问题”为中心的高中生物学教学设计研究

发布时间：2018-05-12 19:11

本文选题：教学问题 + 教学设计　；参考：《上海师范大学》2017年硕士论文

【摘要】：基于“教学问题”为中心的高中生物学教学设计注重师范生对教学设计理论的灵活应用,旨在使其在明确什么是“教学问题”的前提下,学会以“教学问题”为中心进行教学设计,而不只是单纯依据固定的教学设计模式进行模板化、工具化的教学设计。强调师范生从重视教学设计形式过渡到重视教学设计形式与教学设计内容相结合,以教学设计中存在的“教学问题”为中心,杜绝目前教学设计空洞化的现象,从而使其对教什么、怎么教、为什么这么教产生更深刻地理解。本研究通过运用文献研究法、观察法对师范生因忽略具体“教学问题”单纯按照固定教学模式进行教学设计而导致教学设计形式化的现象进行实证研究。通过查阅大量文献并结合教学设计相关理论,向师范生明确“教学问题”的本质,结合对师范生教学设计的实地观察列出师范生在教学指导思想、教学策略、教学方法、教学内容等四个主要方面的“教学问题”。通过对上述四个方面所出现的“教学问题”内涵与特征的介绍,针对性提出如何基于“教学问题”为中心进行教学设计的策略。最后通过实际教学设计案例,结合学科特点,向师范生直观展示如何基于上述四方面出现的“教学问题”为中心进行高中生物学教学设计。全文主要由五个部分组成:第一部分:对“教学问题”、教学设计、高中生物教学设计等相关概念进行界定,并阐述本研究的理论基础。第二部分:对“教学问题”的内涵与特征进行详细阐述,其中主要对师范生在教学指导思想、教学内容、教学策略、教学方法等四个方面出现的“教学问题”进行深度剖析,并对这些“教学问题”的特征做了全面介绍。第三部分:提出基于“教学问题”为中心的教学设计策略。以教学设计中师范生出现的“教学问题”为出发点,提出针对性的策略:突破传统教学设计范型地限制,由以“教学设计过程”为中心转向以“教学问题”中心,提高教学设计理论的操作性,从理论上能够对“教学问题”进行明确分析,渗透教学设计经验,从经验总结中对“教学问题”的实质表现有深度了解。第四部分:结合生物学科特点,基于上述“教学问题”为中心进行高中生物教学设计并进行案例分析。利用高中生物不同课型有针对性地直观展示如何基于上述“教学问题”为中心进行教学设计,其中新授课主要以教学内容分析中出现的“教学问题”为中心进行教学设计,复习课主要以教学指导思想地树立和教学策略地选择和运用中出现的“教学问题”为中心进行教学设计,实验课主要以教学方法地运用中出现的“教学问题”为中心进行教学设计。第五部分:结语,进行研究总结,对本文的研究不足之处进行简要分析,并对以后可能的研究方向进行展望。
[Abstract]:The high school biology teaching design based on the "teaching problem" focuses on the flexible application of normal students to the theory of teaching design. The aim is to make it clear what "teaching problem" is on the premise of learning the "teaching problem" as the center of teaching design, rather than simply based on a fixed pattern of teaching design. The teaching design of instrumentalism emphasizes the transition from the emphasis on the form of teaching design to the combination of the teaching design form and the content of teaching design, taking the "teaching problems" as the center in the teaching design and eliminating the present phenomenon of the empty design of the present teaching design so as to make it more profound to teach and how to teach and why it is more profound. By using the method of literature research and observation, this study makes an empirical study on the phenomenon of formalization of teaching design resulting from the neglect of the specific "teaching problems" in the teaching design, which leads to the formal teaching design. By consulting a large number of documents and combining with the related theories of teaching design, the teaching problem is clear to the normal students. In essence, combining with the field observation of teaching design for normal students, the "teaching problems" in four main aspects, such as teaching guiding ideology, teaching strategy, teaching method and teaching content, are listed in this paper. Through the introduction of the connotation and characteristics of "teaching problems" in the above four aspects, the paper puts forward how to be based on "teaching knowledge". In the end, through the actual teaching design cases and the characteristics of the subject, the teaching design of high school is presented to the students in the four aspects. The full text is mainly composed of five parts: the first part: "teaching problems" and teaching In the second part, the connotation and characteristics of the "teaching problem" are expounded in detail, and the depth of the "teaching problems" in four aspects, such as teaching guiding ideology, teaching content, teaching strategies and teaching methods, is made in depth. The third part: putting forward the teaching design strategy based on the "teaching problem", taking the "teaching problem" as the starting point in the teaching design, and putting forward the strategy: breaking through the traditional teaching design model, by "teaching design process" "In the center of" teaching problem ", it can improve the operability of teaching design theory. It can make a clear analysis of" teaching problems "in theory, permeate teaching design experience, and understand the essence of" teaching problems "from experience summary. Fourth parts: combining the characteristics of biology subject, based on the above" teaching knowledge " The problem is centered on the design of biology teaching and case analysis in senior high school. Using the different classes of high school biology, the teaching design based on the above "teaching problems" is displayed directly and intuitively. The new teaching is mainly based on the "teaching problems" which appear in the analysis of the teaching content. The teaching design is centered on the establishment of teaching guiding ideology and the "teaching problems" in the selection and application of teaching strategies. The experiment course mainly focuses on the teaching design of "teaching problems" in the application of teaching methods. The fifth part is the conclusion, concluding the research and summarizing the shortcomings of this paper. A brief analysis is made, and future research directions are prospected.

【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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