5E教学模式在高中生物教学中的实践研究
发布时间：2018-07-13 13:38
【摘要】：现阶段的高中生物教育强调围绕核心概念进行教学以及用科学探究的方式传授知识。5E教学模式因其注重实现核心概念的有效传递、还原理科本质的探究性生物课堂而逐渐受到广大教育者的关注。该模式分为吸引、探究、解释、迁移、评价五个环节,是由BSCS根据Atkin-Karplus学习环而提出。因此,调查研究5E教学模式的教学成效,进而提出5E教学模式在高中生物教学中的应用策略具有重要的意义。本研究通过半结构式访谈法对河源市广州大学附属东江中学的生物教师进行深度访谈,以此调查5E教学模式的现状;通过等组实验法进行为期两个月的5E教学模式和传统教学模式的对照实践,分析两种模式的教学差异;通过调查《生物学习兴趣及态度评价量表》问卷、检测学生综合能力及研究典型试题、比对学生的学业成绩,进而利用WPS表格和SPSS19.0版软件分析5E教学模式在高中生物教学中的教学成效;最后根据研究结果和分析提出5E教学模式在高中生物教学中的应用策略。研究结果表明:(1)该校的生物教师更擅长于运用传统教学模式进行教学,不了解5E教学模式,且没有使用过该模式进行教学;(2)学习兴趣出现显著性差异,学习态度无差异,但两个班相较于自身学习态度的前测均出现了显著性差异,说明5E教学模式有利于学生对生物产生更浓厚的学习兴趣,但对学习态度影响不大,学习态度的好坏与科任教师的教学风格相关性更大;(3)综合能力测验出现显著性差异,其中实验设计题,对照班61%的学生留空,实验班仅30%的学生留空,说明5E教学模式能提高学生的探究能力和解决实际生活问题的能力;(4)一个月的实践教学后,实验班学生的学业成绩较对照班高但无显著差异,两个月后,两个班的学业成绩出现显著性差异,说明5E教学模式有助于提高学生的生物学业成绩,但需经过较长时间的实践才能见效。总而言之,5E教学模式需要广大教师精选教学内容,不断提升自身专业素养,结合学生的实际情况及自身的教学经验,才能高效灵活地运用该模式构建有趣的生物课堂,将其教学理念内化到生物教学中,推广至更多的生物理论课堂、实验课堂或复习课堂中,为国家为社会培养更多生物素养高的人才。
[Abstract]:The current high school biology education emphasizes teaching around the core concept and teaching knowledge by scientific inquiry because of its emphasis on the effective transfer of the core concept. Reducing the nature of science inquiry biology classroom and gradually received attention from the majority of educators. The model is divided into five parts: attraction, exploration, explanation, transfer and evaluation. It is proposed by BSCS according to Atkin-Karplus learning loop. Therefore, it is of great significance to investigate the teaching effect of 5e teaching model and put forward the application strategy of 5e teaching mode in biology teaching in senior high school. In this study, the biological teachers of Dongjiang Middle School affiliated to Guangzhou University of Heyuan City were interviewed in depth by the semi-structured interview method, so as to investigate the present situation of the 5e teaching mode. The difference of teaching between the two models was analyzed by comparing the two models of 5e teaching model and the traditional teaching model, and the questionnaire of interest and attitude Evaluation scale for Biological Learning was investigated. To test the students' comprehensive ability and study the typical test questions, compared to the students' academic achievement, and then use WPS form and SPSS 19.0 software to analyze the teaching effect of 5e teaching mode in senior high school biology teaching. Finally, according to the research results and analysis, the application strategy of 5e teaching model in senior high school biology teaching is put forward. The results show that: (1) the biology teachers in this school are better at teaching with the traditional teaching mode, do not understand the 5e teaching model, and have not used the 5e teaching model, (2) there are significant differences in learning interest, and there is no difference in learning attitude. However, there were significant differences between the two classes in the pre-test of their own learning attitude, which indicated that the 5e teaching model was beneficial to the students' interest in biology, but had little effect on the learning attitude. (3) there were significant differences in the comprehensive ability test, among which 61% of the students in the control class and 30% of the students in the experimental class were left blank. It shows that 5e teaching mode can improve students' ability to explore and solve real life problems. (4) after one month's practice teaching, the students' academic achievement in the experimental class is higher than that in the control class, but there is no significant difference between them two months later. There were significant differences in academic achievement between the two classes, which indicated that the 5e teaching model was helpful to improve the students' biological academic achievement, but it took a long time to practice in order to be effective. In a word, the teaching model of "5e" requires teachers to select the teaching content, improve their own professional quality, combine with the students' actual situation and their own teaching experience, in order to effectively and flexibly use this model to construct the interesting biology classroom. Its teaching idea is internalized into biology teaching and extended to more biology theory classroom, experiment class or review class, so as to cultivate more talents with high biological literacy for the country.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
[Abstract]:The current high school biology education emphasizes teaching around the core concept and teaching knowledge by scientific inquiry because of its emphasis on the effective transfer of the core concept. Reducing the nature of science inquiry biology classroom and gradually received attention from the majority of educators. The model is divided into five parts: attraction, exploration, explanation, transfer and evaluation. It is proposed by BSCS according to Atkin-Karplus learning loop. Therefore, it is of great significance to investigate the teaching effect of 5e teaching model and put forward the application strategy of 5e teaching mode in biology teaching in senior high school. In this study, the biological teachers of Dongjiang Middle School affiliated to Guangzhou University of Heyuan City were interviewed in depth by the semi-structured interview method, so as to investigate the present situation of the 5e teaching mode. The difference of teaching between the two models was analyzed by comparing the two models of 5e teaching model and the traditional teaching model, and the questionnaire of interest and attitude Evaluation scale for Biological Learning was investigated. To test the students' comprehensive ability and study the typical test questions, compared to the students' academic achievement, and then use WPS form and SPSS 19.0 software to analyze the teaching effect of 5e teaching mode in senior high school biology teaching. Finally, according to the research results and analysis, the application strategy of 5e teaching model in senior high school biology teaching is put forward. The results show that: (1) the biology teachers in this school are better at teaching with the traditional teaching mode, do not understand the 5e teaching model, and have not used the 5e teaching model, (2) there are significant differences in learning interest, and there is no difference in learning attitude. However, there were significant differences between the two classes in the pre-test of their own learning attitude, which indicated that the 5e teaching model was beneficial to the students' interest in biology, but had little effect on the learning attitude. (3) there were significant differences in the comprehensive ability test, among which 61% of the students in the control class and 30% of the students in the experimental class were left blank. It shows that 5e teaching mode can improve students' ability to explore and solve real life problems. (4) after one month's practice teaching, the students' academic achievement in the experimental class is higher than that in the control class, but there is no significant difference between them two months later. There were significant differences in academic achievement between the two classes, which indicated that the 5e teaching model was helpful to improve the students' biological academic achievement, but it took a long time to practice in order to be effective. In a word, the teaching model of "5e" requires teachers to select the teaching content, improve their own professional quality, combine with the students' actual situation and their own teaching experience, in order to effectively and flexibly use this model to construct the interesting biology classroom. Its teaching idea is internalized into biology teaching and extended to more biology theory classroom, experiment class or review class, so as to cultivate more talents with high biological literacy for the country.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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