问题情境在初中生物学概念教学中的应用研究

发布时间：2018-05-18 01:08

本文选题：问题情境 + 初中生物学　；参考：《鲁东大学》2017年硕士论文

【摘要】：生物学是一门重要的学科,掌握生物学的概念对学习好生物学具有重要的意义。为了更好的开展生物学概念教学,研究问题情境教学策略的应用具有重要的作用。通过创设问题情境进行概念教学,有助于学生在理解的基础上掌握概念。而且,概念教学的目的是解决实际问题,还可以通过创设问题情境检测概念教学的效果。问题情境教学策略的特点以及它的创设原则符合中学生的认知基础和逻辑思维。学生通过解决问题掌握概念,而概念的获得则还是通过问题解决进行验证。问题情境教学策略既可以作为开展生物学概念教学的“载体”,也可作为评价生物学概念教学的“工具”。所以,在生物学概念教学中应用问题情境教学策略是具有重要的作用。为了研究问题情境在生物学概念教学中的应用,本文采用文献法、问卷调查法、观察法、访谈法等研究方法,在教师方面和学生方面分别进行调查和分析。发现问题情境在初中生物学概念教学应用中存在的问题,在此基础上,针对发现问题提出相应的对策,同时在生物学教科书上选取两节内容运用问题情境教学策略进行教学设计,为一线教师的教学和相关研究工作提供参考。首先,通过发放调查问卷和实地访谈对烟台市初中生物学教师应用问题情境开展概念教学的状况进行调查,同时对部分学生的情况进行调查。结果发现存在一些问题教师不但对问题情境教学策略的应用缺乏认识,而且还缺乏挖掘、选择、处理或编辑问题情境素材的能力。在教学过程中,教师忽略对学生问题意识和解决问题能力的培养。导致学生方面也存在一些问题,学生的问题意识的薄弱,存在不敢质疑、不敢提问和不善于提问的现象,还有的学生死记硬背概念对生物学概念完全不理解。然后,为了发挥问题情境教学策略的积极作用,针对调查中发现的问题提出了相应的对策,学校应对教师组织理论培训,提高教师对问题情境的应用能力,从而提高教师挖掘、选择、处理或编辑问题情境的能力。鼓励教师学习,从而提高知识水平。生物学教师要做到善于激发学生的学习兴趣,鼓励学生提出问题,发挥学生的主体作用,提高学生解决问题的能力。最后,选取生物学教科书的两节内容进行教学设计。
[Abstract]:Biology is an important subject. Mastering the concept of biology is of great significance to the study of biology. In order to develop biology concept teaching better, it is very important to study the application of problem situation teaching strategy. It is helpful for students to master concepts on the basis of understanding by creating problem situations. Moreover, the purpose of concept teaching is to solve practical problems, and the effect of concept teaching can be tested by creating problem situation. The characteristics of situational teaching strategy and its principles accord with the cognitive foundation and logical thinking of middle school students. Students master concepts through problem-solving, and the acquisition of concepts is verified by problem-solving. The problem situation teaching strategy can be used not only as the carrier of biology concept teaching, but also as a tool to evaluate biology concept teaching. Therefore, the application of situational teaching strategies in biology concept teaching plays an important role. In order to study the application of question situation in the teaching of biological concept, this paper adopts the methods of literature, questionnaire, observation, interview and so on to investigate and analyze the teachers and students respectively. On the basis of finding the problems existing in the application of biology concept teaching in junior high school, this paper puts forward the corresponding countermeasures for the discovery of the problems. At the same time, two sections of biology textbook are selected to design the teaching by using the problem situation teaching strategy, which provides a reference for the teaching and related research work of the front-line teachers. First of all, through the distribution of questionnaires and field interviews to Yantai junior high school biology teachers in the application of the situation of concept teaching situation to carry out a survey, at the same time the situation of some students were investigated. The results show that there are some problem teachers not only lack understanding of the application of problem situation teaching strategy, but also lack the ability to excavate, select, process or edit the problem situation material. In the process of teaching, teachers neglect the cultivation of students' problem awareness and problem-solving ability. As a result, there are also some problems in students, such as the weakness of students' awareness of problems, the phenomenon of not questioning, not daring to ask questions and not being good at questioning, and the fact that some students do not understand the concept of biology completely by rote memorization. Then, in order to give full play to the positive role of the problem situation teaching strategy, this paper puts forward the corresponding countermeasures to the problems found in the investigation. The school should organize theoretical training for the teachers, improve the teachers' ability to apply the problem situation, and thus improve the teachers' mining. Ability to select, process, or edit problem situations. Teachers are encouraged to learn so as to improve their knowledge. Biology teachers should be good at arousing students' interest in learning, encouraging students to ask questions, giving play to students' main role and improving students' ability to solve problems. Finally, two sections of biology textbook are selected for teaching design.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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