翻转课堂在初中生物学教学中的实践分析与对策

发布时间：2018-05-18 17:53

本文选题：翻转课堂 + 初中生物学教学　；参考：《鲁东大学》2017年硕士论文

【摘要】：基础教育课程改革给初中生物学教学提出了一系列新的要求,传统的生物学课堂己经不能满足新课改对学生学习目标的要求。随着科学技术不断发展,出现了许多电子学习设备,这些学习设备逐步进入到了中小学的课堂中,同时催生了多种新型的学习方式。其中,翻转课堂脱颖而出,迅速成为教育界关注的焦点,越来越多地应用在中小学的课堂中。本研究采用文献法、观察法、案例法、调查法和访谈法,以基础教育课程改革为要求,以教育信息化环境为背景,总结国内外研究现状,分析翻转课堂概念、形式及主体,并将翻转课堂与传统课堂作比较。研究将烟台第十四中学作为研究基地,观察初中生物学翻转课堂的实施情况,并将不同类型的课程进行记录分析,与一线教师进行交流、访谈调查,以此为依据,分析翻转课堂实践过程中的问题和改进策略。最后在策略的基础上进行课例设计和翻转课堂教学活动设计总结。通过翻转课堂实施观察与分析,从翻转课堂实施主体和网络硬件设施两方面进行肯定,在课例描述基础上总结翻转课堂在生物学中的适用,概述翻转课堂在非寄宿式学校的实施方案。通过问卷和访谈调查,发现目前初中学生对生物学翻转课堂的接受程度比较高,大多数学生认为网络学习的条件很方便,但是仍然有多数学生会因为硬件操作或网络问题受到影响。在学习效果调查中了解到,教师目前在兴趣的培养方面做的比较好,但不同学生之间的小组协作能力差异性较大。所以,教师要保持学生的学习兴趣,强化学生自主学习的方法,继续培养和提高学生小组协作能力。综合对初中翻转课堂的实施观察分析和问卷访谈调查结果,发现了教学设计、课堂效率、课后评价、和教学资源的利用等方面的问题。结合实际情况,针对问题提出了增强师生、生生互动、重新整合课程内容、适度调整教学评价、综合培养学生能力、加强优化交互平台等策略。最后以《观察植物细胞》一节为例进一步设计并实践,与一线教师共同对课例进行细致分析和评价。在设计思路方面,从课前环节、课上环节和评价反馈环节作了论述。
[Abstract]:The curriculum reform of basic education has put forward a series of new requirements for biology teaching in junior high school. The traditional biology classroom can no longer meet the requirements of the new curriculum reform on the students' learning goals. With the development of science and technology, many e-learning devices have emerged, which have gradually entered the classroom of primary and secondary schools, and have given birth to a variety of new learning methods. Among them, flipping classroom stands out and becomes the focus of attention in education field, more and more applied in the classroom of primary and secondary schools. This research adopts literature method, observation method, case law, investigation method and interview method, takes the basic education curriculum reform as the request, takes the education information environment as the background, summarizes the domestic and foreign research present situation, analyzes the reversed classroom concept, the form and the main body. The flip class is compared with the traditional class. Taking the 14th middle school of Yantai as the research base, the study observed the implementation of the biology flipping classroom in junior high school, recorded and analyzed the different kinds of courses, exchanged with the front-line teachers, and interviewed the teachers. This paper analyzes the problems and improvement strategies in the process of flipping classroom practice. Finally, on the basis of strategy, the design of class examples and flipping classroom teaching activities are summarized. Through the observation and analysis of the flipping classroom implementation, the author affirms it from two aspects: the subject of the flipping classroom implementation and the network hardware facilities, and sums up the application of the flipping classroom in biology on the basis of the description of the class example. This paper summarizes the implementation of flipping classroom in non-boarding schools. Through questionnaires and interviews, it is found that the acceptance of biology flipping classroom is relatively high among junior middle school students at present, and most students think that the condition of online learning is very convenient. However, most students will still be affected by hardware operation or network problems. In the investigation of learning effects, it is found that teachers are doing well in developing their interest, but there is a great difference in the ability of group cooperation among different students. Therefore, teachers should maintain students' interest in learning, strengthen the method of students' autonomous learning, and continue to cultivate and improve the ability of students to cooperate in groups. Based on the observation and analysis of the implementation of flipping classroom in junior high school and the results of questionnaire interview, the problems in teaching design, classroom efficiency, after-class evaluation and the utilization of teaching resources are found. Combined with the actual situation, this paper puts forward some strategies such as strengthening the interaction between teachers and students, students' interaction, reintegrating the course content, adjusting teaching evaluation appropriately, synthetically cultivating students' ability, and strengthening the optimization of interaction platform. Finally, the section of observing plant cells is further designed and put into practice, and the class examples are analyzed and evaluated in detail with the first-line teachers. In terms of design ideas, this paper discusses the aspects of pre-class, class and evaluation feedback.
【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;G434

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