初中生物学教学德育渗透的现状及对策

发布时间：2018-09-14 07:25

【摘要】：2016年9月,《中国学生发展核心素养》研究成果正式发布。本次发布会确立了中国学生发展核心素养的框架。核心素养是学生在接受相应学段教育过程中,逐步形成的适应个人终身发展和社会发展需要的必备品格与关键能力。发展核心素养是落实立德树人根本任务的一项举措,也是顺应世界教育改革发展的趋势,提升我国教育国际竞争力的迫切需要。基础教育阶段的学校课程是落实立德树人根本任务的重要载体。我国基础教育总体目标应更多关注学生的个性发展与社会适应能力,但表述往往过于抽象,其内涵和外延缺乏明确界定和系统阐述,造成学生心理素质过差,生存能力不强的局面。本文试图结合当前核心素养和立德树人的背景条件,积极在教学中渗透属于生物学特有的德育内容,实现教学与育人的统一。同时建立科学的德育评价体系,从根本上提高学生的科学素养,促进学生全面发展。本文以济南市舜耕中学,高新区第一实验中学,济南第三十中学的老师及学生为调查对象,以《中学生物学德育渗透教师问卷》和《中学生物学德育渗透学生问卷》为研究工具,结合国内外的研究成果,进行调查分析,进而探讨了初中生物课堂德育渗透的现状。笔者发现学生对生物学科的喜爱程度以及在德育渗透的认知方面都存在极其显著的性别差异,造成这种差异的原因除了教师性别的严重失衡,还有年轻教师对德育的重视程度亟待提升;生物课堂中德育渗透的缺失较为严重,过于强调显性德育,忽视隐形德育,且德育渗透方式单一;缺失对学生德育内化的评价体系。使得生物课堂中的德育渗透情况并不理想。综合以上研究结果,文章最后提出了几点对初中生物教学德育渗透的建议。首先,尊重学生性别差异,因材施教;其次,让德育重回生物课堂,改变目前课堂缺失德育的现象;然后,整顿课堂,发挥隐形德育的优势,使其与显性德育并重;最后,建立德育评价体系,重视青年教师的师德培养。
[Abstract]:In September 2016, the results of the Research on the Development of Core Literacy of Chinese students were officially released. The conference established the framework for the development of core literacy of Chinese students. The core accomplishment is the essential material and key ability for students to meet the needs of individual lifelong development and social development in the process of receiving the corresponding education. The development of core literacy is an action to carry out the fundamental task of establishing a person by virtue, and is also an urgent need to comply with the trend of the world education reform and development and to enhance the international competitiveness of education in our country. The school curriculum in the basic education stage is an important carrier to carry out the fundamental task. The overall goal of basic education in our country should pay more attention to the students' personality development and social adaptability, but the expression is often too abstract, and its connotation and extension are not clearly defined and systematically elaborated, resulting in the poor psychological quality of the students. A situation in which one is not strong enough to survive. This article attempts to combine the current core accomplishment and the background condition of the cultivation of virtue to actively infiltrate the content of moral education which belongs to biology in teaching and realize the unity of teaching and educating people. At the same time, establish a scientific evaluation system of moral education, fundamentally improve students' scientific literacy and promote students' all-round development. This paper takes the teachers and students of Shungeng Middle School, the first Experimental Middle School of High-tech Development Zone and the Thirtieth Middle School of Jinan as the objects of investigation. The present situation of the infiltration of biological moral education in junior middle school is discussed with the teachers' questionnaire of biology moral education in middle school and the student questionnaire of biology moral education in middle school as the research tools, and the research results at home and abroad are combined to investigate and analyze the present situation of the infiltration of biology moral education in junior middle school. The author finds that there are significant gender differences in students' love of biology and in the cognition of moral education infiltration, which is caused by the serious imbalance of teachers' gender. There is also a young teacher to improve the degree of attention to moral education; the lack of moral education penetration in biology classroom is more serious, too much emphasis on explicit moral education, ignore the invisible moral education, and the way of moral education infiltration is single; lack of the evaluation system of internalization of students' moral education. The infiltration of moral education in biology classroom is not ideal. Synthesizing above research result, the article finally puts forward several suggestions to the junior high school biology teaching moral education permeation. First, we should respect students' gender differences and teach them according to their aptitude; secondly, let moral education return to biology classroom and change the phenomenon of missing moral education in the classroom; secondly, rectify the classroom and give full play to the advantages of invisible moral education so that it can be given equal weight to explicit moral education. Establish a moral education evaluation system and attach importance to the cultivation of young teachers' ethics.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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