基于“KWL”策略构建初中生物高效课堂

发布时间：2018-09-03 10:09

【摘要】：初中生物课堂的趣味性与高效性备受关注,学生在学习中的主体地位得到加强。新课标中的教育理念旨在建构学生的知识能力、情感态度与价值观,并充分考虑社会的需要,提升学生们对生物知识的了解,增强社会责任感。并且要求教师结合初中生物学的教学特点,在有效的课堂时间内合理支配时间,提高课堂教学效率,凸显显性知识,注意隐性知识的激发。所以加强师生间合作交流,建立知识间的衔接关系,构建高效生物课堂势在必行。而“KWL”策略是一种可以避免有限时间的浪费,及时的反馈教学信息,学生自主性与主动性相结合的以原有知识为载体的有效教学策略。因此,针对这一问题,笔者对基于“KWL”策略构建初中生物高效课堂进行调查研究,结合教学实验,对学生运用“KWL”策略提升元认知训练,构建高效课堂进行了深入的探究,旨在探究元认知训练促进课堂实施的有效方式及进一步构建初中生物高效课堂,提升学生生物课堂学习效率,激发生物学习热情。本研究对“KWL”策略进行定量和定性研究分析,主要应用调查问卷并结合实地研究,运用训练前测和训练后测的方法,探究学生对“KWL”策略的认知现状,分析得出:(1)初中生对“KWL”策略有初步认识,实验主体呈现运用“KWL”策略后的稳定平缓发展趋势。(2)“KWL”策略的应用在不同年级不同个体间的差异比较大,且发展不平衡。(3)“KWL”策略多项基本元素(主要是认知、体验、监控)与生物学习成绩均显著相关,说明了“KWL”策略的应用对提升学生课堂学习效率具有正向帮助作用。(4)学生能力及年级学生层次不同,在生物课堂学习及其维度上表现也表现出显著差异。通过102名初二年级学生基于KWL策略构建高效课堂的探究实验显示:(1)运用“KWL”策略,学生体会到知识学习的乐趣,人际交往与合作学习的能力也随之提高,学生并且养成了不断进行自我反思、敢于探究的好习惯,生物成绩由此得到显著提升。(2)“KWL”策略的实施,在提升学生元认知水平方面发挥着正向调控作用,但元认知的培养是处在动态的长期发展过程之中。因此,为了提高学生的问题解决和抽象思维能力,应注意加强能够提高元认识的“KWL”策略在教学中的应用训练,对于生物高效课堂的构建有着积极作用。但也从相关研究分析发现,“KWL”策略的应用还存在一些限制。
[Abstract]:The interest and efficiency of biology classroom in junior middle school have been paid more attention to, and students' main position in learning has been strengthened. The educational idea in the new curriculum standard aims to construct students' knowledge ability, emotional attitude and values, fully consider the needs of society, promote students' understanding of biological knowledge and enhance their sense of social responsibility. Teachers are required to combine the teaching characteristics of biology in junior high school, reasonably dispose of time in effective classroom time, improve the efficiency of classroom teaching, highlight explicit knowledge, and pay attention to the stimulation of tacit knowledge. Therefore, it is imperative to strengthen the cooperation and exchange between teachers and students, to establish the link between knowledge and to construct an efficient biology classroom. "KWL" strategy is an effective teaching strategy which can avoid the waste of limited time, feedback teaching information in time, combine students' autonomy with initiative, and take the original knowledge as the carrier. Therefore, in order to solve this problem, the author investigates and studies how to construct a high efficiency classroom of junior high school biology based on "KWL" strategy. Combining with the teaching experiment, the author makes a deep research on how to use "KWL" strategy to enhance metacognitive training and build an efficient classroom. The purpose of this paper is to explore the effective ways of metacognitive training to promote the classroom implementation and to further construct the effective biology classroom in junior high school, to improve the efficiency of students' biological classroom learning and to stimulate the enthusiasm of biological learning. This study makes quantitative and qualitative analysis on "KWL" strategy. It mainly uses questionnaire and field research to explore students' cognition status of "KWL" strategy by using pre-training and post-training test methods. The results are as follows: (1) Junior high school students have a preliminary understanding of "KWL" strategy, and the subjects of the experiment show a steady and gentle development trend after using "KWL" strategy. (2) the application of "KWL" strategy in different grades and different individuals is quite different. And the development is not balanced. (3) many basic elements of "KWL" strategy (mainly cognition, experience, monitoring) are significantly related to biological learning achievement. The results show that the application of "KWL" strategy has positive effect on improving students' classroom learning efficiency. (4) students' ability and grade students' levels are different, and there are significant differences in biological classroom learning and its dimensions. The inquiry experiment of 102 junior high school students based on KWL strategy shows that: (1) with the help of "KWL" strategy, students experience the pleasure of knowledge learning, and the ability of interpersonal communication and cooperative learning also improves. Students have developed the habit of self-reflection and exploration, and their biological achievements have been significantly improved. (2) the implementation of "KWL" strategy plays a positive role in improving students' metacognition. But the cultivation of metacognition is in the process of dynamic long-term development. Therefore, in order to improve students' ability of problem solving and abstract thinking, we should pay attention to strengthening the application training of "KWL" strategy which can improve metacognition in teaching, which plays an active role in the construction of highly efficient classroom of biology. However, it is also found that there are some limitations in the application of "KWL" strategy.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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