基于体验学习的初中生物学教学设计策略分析

发布时间：2018-06-24 07:22

本文选题：体验 + 体验学习　；参考：《湖南师范大学》2016年硕士论文

【摘要】：《生物课程标准》(2011版)提出:义务教育阶段的生物学教学需力图改变学生的学习方式,引导学生主动参与、乐于探究、勤于动手,逐步培养学生收集和处理科学信息的能力、获取新知识的能力、分析和解决问题的能力,以及交流与合作的能力等,突出创新精神和实践能力的培养。体验学习因重视“观察”“实践”“探究”“调查”等活动,注重学生与环境之间的交互作用,强调“以身体之,以心验之”,这与《生物课程标准》的理念相吻合,故在基础教育生物学课程教学中备受重视。但在实践过程中仍存在较多的问题,如教师如何更好地进行基于体验学习的教学设计,体验学习的有效性如何提高等?本研究在查阅了大卫·库伯的“体验学习圈”理论等大量文献的基础上,调查了体验学习开展较好的学校——湖南师范大学附属博才实验中学,在生物学科中体验学习的实施现状。以此为基础,提出了基于体验学习的初中生物学教学设计策略,并设计了具体的教学案例。主要研究内容包括:1.体验学习概述。本部分研究通过查阅国内外相关文献资源,界定了体验学习等相关概念,阐述了与本研究相关的理论基础以及国内外对体验学习的研究现状。2.体验学习实施现状的调查与分析。本部分研究采用问卷调查法与访谈法等研究方法就湖南师范大学附属博才实验中学生物学科的体验学习实施现状进行了调查,结果发现体验学习较好地转变了学生的学习方式,有效地培养了学生多方面的能力,促进了教师的专业化发展;但也存在教师对体验学习理论基础缺乏系统的认识,对基于体验学习的教学设计的影响因素考虑不够全面,对学生的评价不够多元化等问题。3.基于体验学习的初中生物学教学设计策略的分析。本部分研究在结合调查结果,《生物课程标准》的要求、以及体验学习的基本特点和原则的基础上,重点探讨了基于体验学习的初中生物学教学设计策略,包括教学主题的选择,体验目标的确定、学习情境的设置、体验活动的开展、作业的布置、评价方式的选择等方面,然后结合这些策略设计了具体的教学案例。本研究为一线教师开展体验学习提供了具体的,可操作的教学设计策略,为提高体验学习在生物教学中的有效实施,促进学生学习方式的转变与全面发展提供了帮助。
[Abstract]:The Biology Curriculum Standard (2011 Edition) puts forward that the biology teaching in compulsory education should try hard to change students' learning methods, guide students to participate actively, be willing to explore, and work hard to cultivate students' ability to collect and deal with scientific information step by step. Ability to acquire new knowledge, ability to analyze and solve problems, and ability to communicate and cooperate, etc. Because of the importance of "observation", "practice", "inquiry", "investigation" and so on, experiential learning pays attention to the interaction between students and the environment, and emphasizes "body and heart experience", which is consistent with the concept of Biology Curriculum Standard. Therefore, in the basic education biology curriculum teaching attention. However, there are still many problems in the process of practice, such as how to better carry out the teaching design based on experiential learning and how to improve the effectiveness of experiential learning. Based on the review of David Cooper's theory of "experience learning circle", this study investigates the experimental middle school affiliated to Hunan normal University, which is a good school for experiential learning. The actualization of experiential learning in biology. On this basis, this paper puts forward the teaching design strategy of junior high school biology based on experiential learning, and designs concrete teaching cases. The main research contents include: 1. An overview of experiential learning. This part of the study through the reference to domestic and foreign literature resources, defined experience learning and other related concepts, elaborated the theoretical basis related to this study and domestic and foreign research on experiential learning status. 2. The investigation and analysis of the actualization of experiential learning. This part of the study adopts questionnaire and interview methods to investigate the current situation of experience learning in the experimental middle school of biology, which is affiliated to Hunan normal University. The results show that the experience learning has changed the students' learning style better. It effectively cultivates students' abilities in many aspects and promotes the professional development of teachers, but there is also a lack of systematic understanding of the theoretical basis of experiential learning, and the factors affecting the design of teaching based on experiential learning are not considered comprehensively. The evaluation of students is not diversified enough. Analysis of the instructional Design Strategy of Biology in Junior Middle School based on experiential Learning. Based on the results of the investigation, the requirements of Biology Curriculum Standards, and the basic characteristics and principles of experiential learning, this part focuses on the design strategies of biology teaching in junior high schools based on experiential learning, including the choice of teaching topics. Then the specific teaching cases are designed according to these strategies such as the determination of the experience goal the setting of the learning situation the development of the experience activity the arrangement of the homework and the selection of the evaluation method. This study provides practical and operable instructional design strategies for first-line teachers to carry out experiential learning. It also helps to improve the effective implementation of experiential learning in biology teaching and to promote the transformation and overall development of students' learning styles.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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