学习策略教学在初中生物学教学中的实践研究

发布时间：2018-11-25 19:26

【摘要】：随着信息时代的来临,知识呈爆炸式增长,知识更新的速度加快,掌握认知的方法,比掌握多少知识更重要。但在目前教育体制下,大多数教师教得累,学生学得苦。目前,对学习策略的研究不多,将学习策略与生物教学相结合的更少。因此,笔者开展了学习策略教学在初中生物学教学中的实践研究。第一、二部分分别说明了课题研究的目的及意义和研究的理论依据。第三部分详细说明了课题研究和实施的方案。第四部分,以北师大版义务教育生物学七年级上册为例,逐一呈现了教材中适合精加工策略的内容。第五部分,具体阐述了在初中生物学教学中实施学习策略教学的实践。首先,选取同层次的两个班学生作为实验对象,进行前测。接着,实施交叉式学习策略教学,即既开展通用学习策略教学,又实施学科学习策略教学。编写了《初中生物学习策略手册》,并利用它进行了复述策略和组织策略的教学。在学科学习策略教学方面,主要以北师大版义务教育生物学七年级上册为例,阐述在生物教学中如何进行精加工策略教学。一学期后,对实验班和对照班进行后测。第六部分,说明了实验研究的结果。分析前测数据得出,实验班和对照班生物学业成绩无显著性差异。分析后测数据得出,实验班和对照班的生物学业成绩有显著性差异。分析实验班调查问卷结果得出,实验班的学习策略水平有了较大提升。同时编写了《初中生学习策略手册》。第七、八、九部分,说明了实验研究的结论、创新和不足之处。实验班实施了学习策略教学,提升了学习策略掌握水平,促进学生同化新知识,从而提升学业成绩。启示我们以后要多开展学习策略教学。
[Abstract]:With the advent of the information age, knowledge grows explosively and the speed of knowledge renewal accelerates. It is more important to master the method of cognition than to master how much knowledge. But under the current education system, most teachers are tired and students learn hard. At present, there are few studies on learning strategies and less on combining learning strategies with biology teaching. Therefore, the author carried out a practical study of learning strategy teaching in junior high school biology teaching. The first and second parts respectively explain the purpose and significance of the research and the theoretical basis of the research. The third part describes the research and implementation of the project in detail. The fourth part, taking the first book of the seventh grade of compulsory education in Beijing normal University as an example, presents the content of the textbook which is suitable for finishing strategy one by one. The fifth part elaborates the practice of implementing learning strategy teaching in junior middle school biology teaching. First, two classes at the same level were selected as the experimental objects to carry out the pre-test. Then, cross learning strategy teaching is carried out, that is, general learning strategy teaching and subject learning strategy teaching. The Handbook of Biology Learning Strategies in Junior Middle School was compiled and used to teach retelling strategies and organizational strategies. In the aspect of subject learning strategy teaching, taking the first book of the seventh grade of compulsory education in Beijing normal University as an example, this paper expounds how to carry out finishing strategy teaching in biology teaching. After one semester, the experimental class and the control class were tested. In the sixth part, the results of the experiment are explained. The results showed that there was no significant difference between the experimental class and the control class. The results showed that there were significant differences between the experimental class and the control class. By analyzing the questionnaire of the experimental class, it is concluded that the learning strategy level of the experimental class has been greatly improved. At the same time, a handbook of junior high school students' learning strategies was compiled. The seventh, eighth and ninth parts explain the conclusion, innovation and deficiency of the experimental research. In the experimental class, the learning strategy teaching is carried out, the learning strategy mastery level is improved, and the students assimilate new knowledge to improve their academic achievement. Enlighten us to carry out learning strategy teaching in the future.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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