高中生物教学中培养学生反思性学习的实践研究

发布时间：2018-05-15 13:38

本文选题：高中生物 + 反思性学习　；参考：《上海师范大学》2017年硕士论文

【摘要】：受传统应试教育的影响和学校升学压力的制约,学生和老师都习惯于传统的教学方法和被动的学习方式。学生的学习方式和方向已经完全被教师所引导,学生缺少置身事外的思考时间和机会,也缺少对知识的质疑。随着各学科科学的进步,越来越多既往被我们所认可并坚信不疑的理论被推翻:爱因斯坦的广义相对论重塑了引力理论,解决了牛顿理论所不能解决的问题;而贵为权威的爱因斯坦光速理论,如今也可能会被推翻!科学与知识的发展从来就离不开反思、质疑,破而后立,不能迫于外界压力而遏制学生的反思思维空间。为了适应时代的发展,《全日制普通高中生物新课程标准》指出:“在继承我国现行生物教学优势的基础上,力求更加注重学生的发展和社会的需求,更多地反映生物科学技术的最新进展;更加关注学生已有的生活经验;更强调学生的主动学习,并增加实践环节。”《新课程标准》期望使每一位学生通过学习生物,能够对生物学知识有更深入的理解;能够使他们对今后的职业选择和学习方向有更多的思考;能够在探究能力、学习能力、解决问题能力方面有更好的发展;能够在责任感、合作精神和创新意识等方面得到提高。而反思性学习正是顺应了教育课程改革发展的需求,有利于培养学生学会学习、自主探究能力以及创新意识,从而适应现代化终身学习的要求。本文以高中生物新课程标准为依据,通过对反思性学习国内外现状的研究,对反思性学习的概念进行界定,在元认知理论、建构主义学习理论和批判性思维理论的基础上阐述了反思性学习的理论依据。通过分析影响学生进行反思性学习的家庭、学校、社会的外界因素和学生自身的内部因素,针对性提出培养学生反思性学习的具体教学策略。利用反思性日记、错题分析强化表方法对学生进行为期一年的实践研究,在此基础上,通过对优秀学生进行回访调查,总结优秀学生具有的反思性学习习惯,供其他学生及老师借鉴,通过统计研究数据,得出反思性教学策略对学生成绩和反思能力的提高都有显著作用。
[Abstract]:Under the influence of the traditional exam oriented education and the pressure of school promotion, students and teachers are used to traditional teaching methods and passive learning methods. The way and direction of students' learning are fully guided by the teachers. Students lack the time and opportunity of thinking and lack of knowledge. With the progress of Science in various disciplines. More and more, more and more previously accepted and convinced theory is overthrown: Einstein's theory of general relativity reshapes the theory of gravity and solves the problem that Newton's theory can't solve; and the authority's theory of Einstein's speed may now be overthrown, and the development of science and knowledge has never been inseparable from reflection and doubt. In order to adapt to the development of the times, "the new standard of new biology curriculum for general high school" points out, "on the basis of inheriting our current biological teaching advantages, we strive to pay more attention to the development of students and the needs of society, and more reflect the most of Biological Science and technology." New progress; more attention to the life experience of students; more emphasis on students' active learning and the increase of practice. "< New Curriculum Standards > is expected to make each student more understanding of biology through learning biology; it can make them think more about the future career choices and learning directions; and be able to explore. The ability to study, the ability to learn, the ability to solve problems have a better development, and can be improved in the sense of responsibility, cooperation and innovation. And reflective learning is in conformity with the needs of the reform and development of the education curriculum, and is conducive to the cultivation of students' learning, independent inquiry and innovation, so as to adapt to the life of the whole life. On the basis of the new curriculum standard of high school biology, this paper defines the concept of reflective learning through the study of the present situation at home and abroad of reflective learning. On the basis of metacognition theory, constructivist learning theory and critical thinking theory, this paper expounds the theoretical basis of reflective learning. On the basis of the introspective learning of the family, the school, the external factors of the society and the internal factors of the students, the specific teaching strategies are put forward to cultivate the students' reflective learning. This paper sums up the reflective learning habits of excellent students for reference by other students and teachers. Through the statistical research data, it is concluded that the reflective teaching strategy has a significant effect on the improvement of students' performance and reflective ability.

【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

【参考文献】