初中生物教学中渗透民族精神教育的实践研究

发布时间：2018-06-28 06:42

本文选题：民族精神教育 + 初中生物教学　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：在初中生物教学中渗透民族精神教育,不仅对实现中华民族伟大的中国梦具有重要意义,同时对提高学生的民族自豪感、民族责任感、科学精神、创新精神,形成正确的理想信念也具有重要的意义。本研究利用文献分析法梳理了关于民族精神教育的国内外研究现状、相关概念以及初中民族精神教育的主要内容;利用问卷调查法了解了初中学生当前的民族精神现状;利用结构式访谈法了解了目前生物教学中民族精神教育的开展现状、教师对待民族精神教育的态度以及民族精神教育的实施情况;利用内容分析法挖掘出了人教版初中生物教材中有关民族精神教育的相关素材;利用案例分析法得出了在初中生物教学中渗透民族精神教育的原则和途径。在进行教育实践后,本研究再次进行问卷调查,来检验民族精神教育的渗透结果。得出如下结论:(1)关于民族精神教育的理论研究论文数量很多,但是在各学科教学中渗透民族精神教育的实践研究数量较少,在初中生物教学中的实践研究更是寥寥无几。(2)在渗透民族精神教育前,初中学生的民族精神知识平均知晓率为72.98%,民族精神态度平均端正率为67.26%,民族精神行为平均形成率为59.99%。(3)人教版初中生物教材中含有大量有关民族精神教育的素材,充分体现了生物学科在渗透民族精神教育上的优势。(4)在初中生物教学中渗透民族精神教育后,初中学生的民族精神知识平均知晓率为83.55%,民族精神态度平均端正率为79.57%,民族精神行为平均形成率为66.67%。将渗透后的实验结果与渗透前的实验结果进行配对数据T检验,得到他们的t值分别为5.314、8.130和6.035,他们的p值均小于0.01,差异极显著。由此可以表明,在初中生物教学中渗透民族精神教育,可以显著地提高学生的民族精神知识、态度及行为。具体表现在:实验前后初中学生在民族自豪感(t=2.924,p0.05)、民族责任感(t=5.561,p0.01)、理想信念(t=8.287,p0.01)和科学精神(t=6.555,p0,01)方面有显著性差异,在创新精神(t=2.663,p0.05)方面差异不显著。通过以上结果可以发现,在初中生物的课堂教学中、实验教学中以及课外教学中渗透民族精神教育是切实有效地,能够帮助学生积极地获得民族精神知识、端正民族精神态度以及形成正确的民族精神行为,也能在一定程度上提高教师对民族精神教育的重视程度。民族精神教育是提高学生民族精神的重要途径,这就要求每一位教师都积极地参与进来,从而推动民族精神教育的发展。
[Abstract]:The permeation of national spirit education in biology teaching in junior high school is of great significance not only to the realization of the great Chinese Dream of the Chinese nation, but also to the enhancement of students' national pride, national responsibility, scientific spirit and innovative spirit. It is also of great significance to form correct ideals and beliefs. This study combs the domestic and international research status, related concepts and the main contents of junior high school national spirit education with the method of literature analysis, and makes use of the questionnaire method to understand the present situation of national spirit of junior middle school students. Using the structured interview method to understand the current status of the development of national spirit education in biological teaching, teachers' attitude towards national spirit education and the implementation of national spirit education; Using the method of content analysis, this paper excavates the relevant materials about the national spirit education in the biology teaching material of junior middle school, and draws the principles and ways to infiltrate the national spirit education in the biology teaching of junior high school by the case analysis method. After carrying on the educational practice, this research carries on the questionnaire survey again, to test the national spirit education permeates the result. The conclusions are as follows: (1) the number of theoretical research papers on ethnic spiritual education is many, but the number of practical research on permeating national spiritual education in the teaching of various disciplines is relatively small. The practical research in biology teaching in junior high school is very few. (2) before permeating the national spirit education, The average awareness rate of national spiritual knowledge of junior middle school students is 72.98, the average correction rate of national spiritual attitude is 67.26, and the average formation rate of national spiritual behavior is 59.99. (3) there are a lot of materials about national spiritual education in junior high school biology textbooks. It fully embodies the superiority of biology in permeating the education of national spirit. (4) after permeating the education of national spirit in biology teaching in junior high school, The average awareness rate of national spiritual knowledge of junior middle school students is 83.55, the average correction rate of national spiritual attitude is 79.57, and the average formation rate of national spiritual behavior is 66.67. The experimental results after penetration and those before penetration were tested by paired data T test, and their t values were 5.3148.130 and 6.035, respectively, and their p values were all less than 0.01, the difference was very significant. It can be concluded that the permeation of national spirit education in biology teaching in junior high school can significantly improve students' national spiritual knowledge, attitude and behavior. The results showed that before and after the experiment, junior middle school students had significant differences in national pride (t 2.924p 0.05), national responsibility (t 5.561p0.01), ideal and belief (tr 8.287p 0.01) and scientific spirit (tr 6.555p 001), but there was no significant difference in innovation spirit (t2.663p0.05) in junior high school students' national pride (t = 2.924), national responsibility (t = 5.561 / p0.01), ideal and belief (t = 8.287p / 0.01) and scientific spirit (t = 6.555p _ 0 / 01). Through the above results, we can find that in the classroom teaching of biology in junior high school, the permeation of national spirit education in experimental teaching and extracurricular teaching is effective and can help students to acquire national spiritual knowledge actively. The correct attitude of national spirit and the formation of correct behavior of national spirit can also enhance teachers' attention to the education of national spirit to a certain extent. The education of national spirit is an important way to improve students' national spirit, which requires every teacher to participate actively in order to promote the development of national spirit education.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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