高中生物教学中“驱动性问题”设计的比较研究

发布时间：2018-07-03 06:50

本文选题：驱动性问题 + 专家型教师　；参考：《山西师范大学》2016年硕士论文

【摘要】：随着课程改革的推进,问题教学成为课程教学研究的热点话题,驱动性问题是可以驱动高中生物教学活动的进行、课前已经设计好的、可以促进学生主动思考的问题,用以区别课堂提问。本文通过查阅文献,发现高中生物驱动性问题的研究有关于驱动性问题创设的策略与方法、以及驱动性问题在生物课堂教学中的应用,缺乏对不同类型教师的驱动性问题设计特点的比较。因此本文将对处于不同发展阶段的教师驱动性问题的设计进行比较。具体内容如下:本文以山西师范大学实验中学高一生物教师作为研究对象,以人教版生物七年级必修一为研究教材,以不同类型教师课前设计的驱动性问题为研究内容,通过随堂录音并结合改编制定的课堂观察量表以及课堂教学片段,对不同类型教师在课堂上所有问题中,属于驱动性问题的数量、遵循驱动性问题原则的数量,进行比较分析并得出结论。还通过课后对教师进行访谈,分析总结专家型教师—胜任型教师—新手型教师在设计问题时对各方面因素的考虑的差异。经比较研究和分析后,总结出:专家型教师设计的驱动性问题可以很好的驱动学生主动思考,并有效提高学生提出问题的能力;胜任型教师设计的驱动性问题多数超过学生的最近发展区,学生无法跨越发展区域,导致问题不能有效激起学生的学习兴趣;新手型教师的课堂以“满堂灌”为主要教学方式,因此学生的学习方式以“接受知识”为主,致使设计的驱动性问题在教学中的应用不能得到明显的效果。最后对各类型教师存在的不足提出一些相应建议:建议专家型教师多阅读有关问题类型的资料,加深对问题类型的认识;建议胜任型教师多与学生沟通交流,了解学生的学习能力与学习现状;建议新手型教师多参加观摩课,经常听专家级别教师的课并和专家教师交流,听取专家型教师的教学经验,选取适合自己的教学方法。希望本文可以为新手型教师和胜任型教师提供设计驱动性问题的参考,使教师对驱动性问题的设计与运用技巧更加成熟。
[Abstract]:With the advancement of curriculum reform, problem teaching has become a hot topic in curriculum teaching research. Driving problems can drive biology teaching activities in senior high school, and have been designed before class, which can promote students' active thinking. Used to distinguish between classroom questions. By consulting the literature, this paper finds out that the research on the driving problem in senior high school includes the strategies and methods of the creation of the driving problem, and the application of the driving problem in the biology classroom teaching. There is a lack of comparison of the design characteristics of different types of teachers' driving problems. Therefore, this paper compares the design of teacher-driven problem in different stages of development. The specific contents are as follows: this paper takes the biology teachers of the experimental middle school of Shanxi normal University as the research object, takes the human education version of biology as the research textbook, and takes the driving problem of the pre-class design of different types of teachers as the research content. According to the classroom observation scale and the classroom teaching clips, the number of the questions that are driven by the different types of teachers in the classroom, and the number of the questions that follow the principle of the driving problem, are analyzed through the recording with the class and the adaptation of the classroom observation scale and the classroom teaching clips. A comparative analysis is made and a conclusion is drawn. Through interviews with teachers after class, this paper analyzes and summarizes the differences of various factors in the design of expert teacher-competent teacher-novice teachers. After comparative study and analysis, it is concluded that: the driving problem of expert teacher design can well drive students to think actively, and effectively improve the ability of students to ask questions; Most of the driving problems in the design of competent teachers are more than the students' proximal development areas, students cannot cross the development area, so the problems can not effectively arouse the students' interest in learning, and the main teaching method of the novice teachers is "full classroom irrigation". Therefore, students' learning mode is mainly "accepting knowledge", so the application of design driving problem in teaching can not get obvious effect. Finally, some suggestions are put forward for the deficiency of each type of teacher: the expert teacher should read more information about the problem type and deepen the understanding of the problem type, and suggest that the competent teacher should communicate with the students. It is suggested that the novice teachers should take part in the observation class, often listen to the lessons of the teachers at the expert level and communicate with them, listen to the teaching experience of the expert teachers, and choose their own teaching methods. It is hoped that this paper can provide the reference of design-driven problem for novice teachers and competent teachers, and make teachers' design and application skills of driving problems more mature.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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