基于赫尔巴特教学理论的生物教学设计与分析

发布时间：2018-06-03 08:38

本文选题：赫尔巴特教学理论 + 教学设计　；参考：《山东师范大学》2017年硕士论文

【摘要】：生物学科教学在新课改的大环境下不断发展,对教师教学工作提出了更高的要求,所以进行有效的生物教学设计具有重要意义。生物教学设计是指在教师充分认识生物学科属性及价值的基础上,利用教学设计研究成果对生物教学目的、对象、生物学内容、策略及评价进行设计以便达到生物教学效果最优化的规划过程。本文参考已有的研究成果,以赫尔巴特教学理论为依据,结合生物学科特色,进行生物教学设计与分析,以期能够沟通生物教学设计理论与生物教学实践,为一线生物教师的教学设计提供有价值的参考。本文采用理论和实证研究相结合的方法,将生物教学设计作为一个整体进行系统分析。首先在了解中学生物教学设计的研究背景与现状的基础上,确定本文研究的目的及方向。其次以赫尔巴特教学理论和中学生物学科特色为理论支撑,从课标分析、学生分析、内容分析、目标设计、策略选取和后期评价六个环节分析生物教学设计的基本过程,解决“如何做”的问题。然后根据以上分析按常见课型设计相应实例,给出对应设计考量,便于教师灵活参考。最后对生物教学设计的成果从自身、学生和教师三个角度采用观察法、问卷调查法和交流讨论等方式进行评价,结合专家和教师给出的建议进行修改、完善,并进行最后的反思。综合以上分析笔者认为:基于赫尔巴特教学理论的生物教学设计关注学生的已有经验和学习兴趣,重视教学过程的系统性、趣味性,在一定程度上能够促进学生的发展,有效指导教学实践活动,可以供一线教师进行生物教学设计时参考。本文提出的是可供参考的设计思路,而不是绝对的设计模板,应灵活运用。
[Abstract]:Biology subject teaching has been developing constantly under the new curriculum reform environment, which puts forward higher requirements for teachers' teaching work, so it is of great significance to carry out effective biological teaching design. Biological teaching design refers to the purpose, object and content of biology teaching based on the teachers' understanding of the nature and value of the biology subject, and the application of the teaching design research results to the biological teaching purpose, object and biology content. A planning process in which strategies and evaluations are designed to optimize the effectiveness of biology teaching. Based on Helbart's teaching theory and combining with the characteristics of biology, this paper carries out the design and analysis of biology teaching in the hope of connecting the theory of teaching design of biology with the practice of biology teaching. It provides valuable reference for the teaching design of biology teachers. In this paper, biological teaching design as a whole is systematically analyzed by combining theoretical and empirical research. First of all, on the basis of understanding the research background and present situation of biology teaching design in middle school, the purpose and direction of this paper are determined. Secondly, based on Helbart's teaching theory and the characteristics of biology in middle school, the basic process of biological teaching design is analyzed from six aspects: curriculum analysis, student analysis, content analysis, goal design, strategy selection and later evaluation. Solve the problem of how to do it. Then according to the above analysis, the corresponding design considerations are given according to the corresponding examples of common curriculum design, which is convenient for teachers to refer flexibly. Finally, the achievements of biology teaching design are evaluated from three aspects: observation, questionnaire survey and exchange and discussion, and the suggestions given by experts and teachers are revised and perfected. And the final reflection. The author thinks that the biological teaching design based on Helbart's teaching theory pays close attention to the students' existing experience and learning interest, pays attention to the systematization and interest of the teaching process, and to some extent can promote the development of the students. Effective instruction of teaching practice can be used as a reference for teachers in biological teaching design. This paper puts forward a design idea for reference, not an absolute design template, which should be used flexibly.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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