高中生物教学中逻辑思维培养的研究

发布时间：2018-06-02 23:33

本文选题：逻辑思维 + 高中生物　；参考：《重庆师范大学》2017年硕士论文

【摘要】：逻辑思维是人思维发展的高级形式之一。高中阶段的学生心智逐渐趋于成熟与稳定。为了培养能够适应社会的创新型人才,从高中阶段起,就要注重学生逻辑思维的培养。而这个培养的载体就是学校课程教育。其中,生物学本身就具有较强的逻辑性,生物教师在生物课堂上培养学生的逻辑思维是义不容辞的事。本文以高中生物新课程标准、高中生物教学大纲为依据,探究如何在高中生物教学中培养学生逻辑思维能力。同时结合高中生物教学实践,以及学生的实际情况,在课堂上进行实践教学,提出相关实施策略。旨在希望这些策略能对高中生物课堂教学中逻辑思维的渗透培养具有一定的实践意义。因此,本文通过在高中生物课堂上实施比较教学实践,探讨培养学生逻辑思维能力的有效方法和途径。不包括绪论和小结,本文还有五个部分,摘要如下。1、文献综述部分给出了逻辑思维的界定,详细阐述了逻辑思维的概念、相关特征等。高中生物教学大纲、高中生物新课程标准为教学实践指引了方向。基于现代教学论的理念,如皮亚杰的认知发展学习、加涅的信息加工学习、布鲁纳的认知发现学习为培养学生逻辑思维打下基础。2、高中生物教学对学生逻辑思维培养现状调查与分析部分,在执行过程中主要采用问卷调查法对教师和不同年级的学生进行调查研究。调查发现,生物教师在培养学生逻辑思维能力方面有一定的欠缺,而原因来自社会、学校、家庭等多方面的因素。本研究提出了相关问题和意见,为后文进行实践指引方向。3、高中生逻辑思维现状调查与分析部分,主要采用问卷调查法,对比同一学校不同年级的区别,同一年级不同班级与性别进行分析,从多方面分析了产生区别的原因。4、高中生物教学中逻辑思维培养的实践研究部分,采用等组分类教学进行课堂实践,研究了在高中生物教学中如何培养逻辑思维。5、高中生物教学中培养逻辑思维的途径和方法部分,在长期的实践中,学生的逻辑思维能力慢慢的出现差异,通过这些差异提出了相关策略。这些策略包括了学生、教师、学校均需要注意的地方。逻辑思维的培养不仅仅是教师的责任,学生、学校在培养逻辑思维过程中都应当积极配合,主动探究,共同完成。逻辑思维的培养不是一蹴而就的,是一个相对漫长的过程。在本次比较实践教学中,学生的逻辑思维能力有一定的提升。可是,不足之处仍有很多。今后教学中还需要不断的探索,寻找更好的培养逻辑思维的方法、途径,为我国的教育贡献出绵薄之力。
[Abstract]:Logical thinking is one of the advanced forms in the development of human thinking. The high school students' mind tends to mature and stabilize gradually. In order to cultivate innovative talents who can adapt to the society, we should pay attention to the cultivation of students' logical thinking from the high school stage. The carrier of this training is school curriculum education. Among them, biology itself has a strong logic, biology teachers in the biology classroom to cultivate students' logical thinking is duty-bound. Based on the new curriculum standard and syllabus of biology teaching in senior high school, this paper explores how to train students' logical thinking ability in biology teaching in senior high school. At the same time, combining the practice of biology teaching in senior high school and the actual situation of the students, the author carries out practical teaching in the classroom and puts forward the relevant implementation strategies. It is hoped that these strategies will be of practical significance to the infiltration and cultivation of logical thinking in senior high school biology classroom teaching. Therefore, through the practice of comparative teaching in senior high school biology classroom, this paper discusses the effective ways and means of cultivating students' logical thinking ability. Not including the introduction and summary, there are five parts in this paper, the summary is as follows: 1. In the literature review part, the definition of logical thinking is given, and the concept and relevant characteristics of logical thinking are elaborated in detail. The biology syllabus of senior high school and the new curriculum standard of high school biology show the direction of teaching practice. Based on the ideas of modern teaching theory, such as Piaget's cognitive development learning, Gagne's information processing learning, Bruner's cognitive discovery learning lays a foundation for the cultivation of students' logical thinking. In the process of implementation, questionnaires are mainly used to investigate teachers and students of different grades. It is found that biology teachers have some shortcomings in cultivating students' logical thinking ability, and the reasons come from social, school, family and other factors. This research has put forward the related questions and opinions, for the following article carries on the practice direction. 3, the high school student logical thought present situation investigation and the analysis part, mainly uses the questionnaire survey method, contrasts the same school different grade difference, Different classes and genders of the same grade are analyzed, the reasons for the difference are analyzed from many aspects. The practical research part of logical thinking cultivation in biology teaching in senior high school is studied, and the classroom practice is carried out by using the same group classification teaching. This paper studies how to train logical thinking in biology teaching in senior high school, and the ways and methods of cultivating logical thinking in biology teaching in senior high school. In the long term practice, the students' logical thinking ability is gradually different. Through these differences, the related strategies are put forward. These strategies include what students, teachers and schools need to pay attention to. The cultivation of logical thinking is not only the responsibility of teachers, but also that students and schools should cooperate actively, explore actively and accomplish it together. The cultivation of logical thinking is not accomplished overnight, it is a relatively long process. In this comparative practice teaching, students' logical thinking ability has been improved. However, there are still many shortcomings. In the future, we still need to explore and find a better way to cultivate logical thinking in order to contribute a lot to our country's education.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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