微项目学习法在初中生物学教学中的应用研究

发布时间：2018-09-04 14:04

【摘要】：人类的发展和社会的进步呼吁着基础教育课程的改革。我国新世纪基础教育课程改革倡导改变传统的教学模式,着力构建符合素质教育要求的新的基础教育课程体系。项目学习法注重学生能力的培养,符合素质教育要求,在现代职业教育和成人教育得到大力地推广和应用。但由于项目学习法存在难度大、知识负荷重、实施周期长、教学效果滞后的问题,因此,它在基础教育常规课堂教学的发展滞后。微项目学习法是将项目学习法的“职业性”的特色和微课的“微”相结合的新型教学模式。本文以项目学习法和微课理论为基础,结合大量的教学实践,在设计并完善微项目学习法的教学模式的基础上,选取江西省南昌市实验中学的两个平行班级进行教学实验,对照班采用传统教学法,实验班采用微项目学习法和传统教学法相结合的教学形式,探究微项目学习法在中学生物学教学中的应用效果。通过3个月的教学实验,采用自编问卷和测试题分别测量两个班级学生的生物学学业成绩、合作能力、生物学信息素养、自我管理能力、语言表达能力、生物学学习态度,再应用SPSS18.0对数据进行分析处理,比较二者在知识、能力、情感态度和价值观的均值差异性。结合数据分析结果,针对实验教学中存在的问题,随机抽取实验班的同学进行分层QQ访谈,验证教学效果,反思教学过程中存在的问题。结果表明:(1)微项目学习法对提高学生的生物学学业成绩效果显著。(2)微项目学习法对提高学生的合作能力效果显著。(3)微项目学习法对提高学生的生物学信息素养有一定效果。(4)微项目学习法对提高学生的自我管理能力效果不明显。(5)微项目学习法对提高学生的语言表达能力效果不明显。(6)微项目学习法对提高学生的生物学学习态度有一定效果。上述结果对深化我国中学生物学教学改革、进一步完善微项目学习法理论都有重要的参考意义。
[Abstract]:Human development and social progress call for the reform of basic education curriculum. The curriculum reform of basic education in China in the new century advocates to change the traditional teaching mode and to build a new curriculum system of basic education that meets the requirements of quality-oriented education. The project learning method pays attention to the cultivation of students' ability and meets the requirement of quality education. It is popularized and applied in modern vocational education and adult education. However, due to the difficulty of project learning, heavy knowledge load, long implementation period and lagged teaching effect, it lags behind in the development of conventional classroom teaching in basic education. Micro-project learning method is a new teaching mode which combines the "professional" characteristics of the project learning method with the "micro" teaching mode of micro-class. On the basis of project learning method and micro-course theory, combined with a large number of teaching practices, this paper selects two parallel classes of Nanchang Experimental Middle School in Jiangxi Province to carry out teaching experiments on the basis of designing and perfecting the teaching mode of micro-project learning method. The traditional teaching method is adopted in the control class and the microproject learning method and the traditional teaching method are used in the experimental class to explore the application effect of the microproject learning method in the biology teaching of middle school. Through a 3-month teaching experiment, the students' biological academic achievement, cooperation ability, biological information literacy, self-management ability, language expression ability, and biological learning attitude were measured by using self-made questionnaire and test questions, respectively. Then we use SPSS18.0 to analyze and process the data, and compare the differences of knowledge, ability, affective attitude and values between them. According to the results of data analysis, the students of the experimental class were randomly selected for QQ interviews to verify the teaching effect and reflect on the problems in the teaching process. The results show that: (1) Microproject learning method has remarkable effect on improving students' biological academic achievement. (2) Microproject learning method has remarkable effect on improving students' cooperative ability. (3) Microproject learning method can improve students' biological information literacy. (4) the effect of microproject learning on improving students' self-management ability is not obvious. (5) the effect of micro-project learning method on improving students' language expression ability is not obvious. (6) Micro-project learning method can improve students' biology study. Attitude has a certain effect. The above results are of great significance for deepening the reform of biology teaching in middle schools and improving the theory of microproject learning method.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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