初中生物学重要概念的教学设计及应用研究
发布时间：2018-12-06 14:50
【摘要】：《义务教育生物学课程标准》(2011年版)中提出了50个生物学重要概念,使初中生物教学的目标更加具体明确。基于此,笔者开展了对生物学重要概念教学设计及其应用的研究。首先,采用文献综述法对生物学重要概念、生物学重要概念教学设计进行了理论综述,为本论文的研究提供理论依据。其次,运用调查法对初中生物学教师的重要概念教学设计现状做了初步调查。笔者将辽宁地区划分为辽中、辽东、辽南、辽西、辽北五个区域,每个地区发放20份问卷,并对回收的100份问卷进行数据整理与分析。研究发现,现阶段初中生物学重要概念教学现状的优势如下:1.多数生物学教师能够清晰地了解《课标》有关重要概念的内容;2.教师能够意识到重要概念教学设计需要结合生物学科的特色。但同时仍存在以下问题:1.重要概念的理解尚不深入;2.重要概念教学设计并不深入;3.概念教学方法及教学策略运用不灵活;4.重要概念教学专题培训较少;5.缺少对重要概念进行梳理的过程。针对上述问题,笔者从重要概念的梳理过程、生物学重要概念教学设计和重要概念教学设计的专题培训三方面进行了对策研究,并针对生物学重要概念教学设计,提出了4项建议:1.多角度分析学生前概念;2.创造学生构建概念图的空间;3.分析教学策略及方法在概念教学中的作用;4.丰富概念教学课堂活动。最后,研究得出5步概念教学设计流程:1.确定重要概念;2.分析学生前概念基础;3.分析概念教学目标;4.设计概念图;5.根据概念的形成过程,设计教学活动。然后结合实践法、行动研究法对苏教版《生物学》八年级下册中的重要概念进行梳理,并以其中的“免疫”一节为例,开展重要概念教学设计案例研究。同时对所设计的案例进行应用实践。根据学生反馈、专家教师评价、听课教师交流,得出了良好的实践效果质性反馈;以概念图测试卷的形式对教学效果进行量性分析,验证了本论文概念教学设计流程的合理性。笔者希望研究结果能够对一线生物学教师起到借鉴的作用,以期能够让学生更好的掌握生物学重要概念。
[Abstract]:The Biology Curriculum Standard of compulsory Education (2011 edition) puts forward 50 important concepts of biology, which makes the goal of biology teaching in junior high school more specific. Based on this, the author carried out a study on the teaching design and application of important concepts of biology. First of all, the important concepts of biology and the teaching design of important concepts of biology are reviewed by literature review method, which provides the theoretical basis for the research of this paper. Secondly, this paper makes a preliminary investigation on the present situation of the important concept teaching design of biology teachers in junior high school by using the method of investigation. The author divides Liaoning into five regions: central Liaoning, Liaodong, southern Liaoning, western Liaoning and northern Liaoning. 20 questionnaires are distributed in each region, and 100 questionnaires are collected and analyzed. The research finds that the advantages of the present situation of biology important concept teaching in junior high school are as follows: 1. Most biology teachers can clearly understand the contents of the important concepts in Curriculum Standard; 2. Teachers can realize that important concept teaching design needs to combine the characteristics of biology. But at the same time there are still the following problems: 1. The understanding of important concepts is not deep; 2. The important concept teaching design is not deep; 3. Concept teaching methods and teaching strategies are not flexible; 4. The special topic training of important concept teaching is less; 5. Lack of the process of combing important concepts. In view of the above problems, the author has carried on the countermeasure research from three aspects: combing process of the important concept, teaching design of the important concept of biology and special topic training of the important concept teaching design, and aiming at the teaching design of the important concept of biology, Four recommendations were made: 1. Multi-angle analysis of pre-concept; 2. Create space for students to construct concept maps; 3. Analysis of teaching strategies and methods in concept teaching; 4. Enrich the concept teaching classroom activities. Finally, five steps of conceptual teaching design flow are obtained: 1. Identify important concepts; 2. Analysis of the pre-concept basis of students; 3. Analysis of the concept of teaching objectives; 4. Design concept map; 5. According to the concept formation process, design teaching activities. Then combining the practice method and the action research method, this paper combs the important concepts in the lower book of the eighth grade of the Su Jiao edition, and takes the section of "immunity" as an example to carry out the case study of the important concept teaching design. At the same time, the design of the case for the application of practice. According to student feedback, expert teacher evaluation and teacher exchange, a good practical effect qualitative feedback is obtained, and a quantitative analysis of the teaching effect is carried out in the form of a concept map test paper, which verifies the rationality of the conceptual teaching design process in this paper. The author hopes that the research results can be used for reference by first-line biology teachers, so that students can better grasp the important concepts of biology.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2366206
[Abstract]:The Biology Curriculum Standard of compulsory Education (2011 edition) puts forward 50 important concepts of biology, which makes the goal of biology teaching in junior high school more specific. Based on this, the author carried out a study on the teaching design and application of important concepts of biology. First of all, the important concepts of biology and the teaching design of important concepts of biology are reviewed by literature review method, which provides the theoretical basis for the research of this paper. Secondly, this paper makes a preliminary investigation on the present situation of the important concept teaching design of biology teachers in junior high school by using the method of investigation. The author divides Liaoning into five regions: central Liaoning, Liaodong, southern Liaoning, western Liaoning and northern Liaoning. 20 questionnaires are distributed in each region, and 100 questionnaires are collected and analyzed. The research finds that the advantages of the present situation of biology important concept teaching in junior high school are as follows: 1. Most biology teachers can clearly understand the contents of the important concepts in Curriculum Standard; 2. Teachers can realize that important concept teaching design needs to combine the characteristics of biology. But at the same time there are still the following problems: 1. The understanding of important concepts is not deep; 2. The important concept teaching design is not deep; 3. Concept teaching methods and teaching strategies are not flexible; 4. The special topic training of important concept teaching is less; 5. Lack of the process of combing important concepts. In view of the above problems, the author has carried on the countermeasure research from three aspects: combing process of the important concept, teaching design of the important concept of biology and special topic training of the important concept teaching design, and aiming at the teaching design of the important concept of biology, Four recommendations were made: 1. Multi-angle analysis of pre-concept; 2. Create space for students to construct concept maps; 3. Analysis of teaching strategies and methods in concept teaching; 4. Enrich the concept teaching classroom activities. Finally, five steps of conceptual teaching design flow are obtained: 1. Identify important concepts; 2. Analysis of the pre-concept basis of students; 3. Analysis of the concept of teaching objectives; 4. Design concept map; 5. According to the concept formation process, design teaching activities. Then combining the practice method and the action research method, this paper combs the important concepts in the lower book of the eighth grade of the Su Jiao edition, and takes the section of "immunity" as an example to carry out the case study of the important concept teaching design. At the same time, the design of the case for the application of practice. According to student feedback, expert teacher evaluation and teacher exchange, a good practical effect qualitative feedback is obtained, and a quantitative analysis of the teaching effect is carried out in the form of a concept map test paper, which verifies the rationality of the conceptual teaching design process in this paper. The author hopes that the research results can be used for reference by first-line biology teachers, so that students can better grasp the important concepts of biology.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
【参考文献】
相关期刊论文 前10条
1 李炎;张隆博;;利用概念图建构重要概念——基于大连市2014年中考生物学试题第47题[J];考试周刊;2016年37期
2 纪晓毳;张璇;孙琳琳;刘阳;娄伟;赵卓;;利用情感教育体验指导中学生物教学中核心概念的教学模式研究[J];安徽农业科学;2014年05期
3 代保民;;课标培训的三大缺失及对策[J];教学与管理;2013年01期
4 李红菊;张丽蓉;;围绕生物学重要概念进行课堂教学——以“植物体的结构层次”为例[J];生物学通报;2012年09期
5 佘建云;;围绕生物学重要概念促进高三生物学课堂的有效教学——以“DNA的分子结构、功能及遗传信息的传递”复习课为例[J];生物学通报;2012年07期
6 刘巧云;;高中生物概念教学策略初探[J];考试周刊;2012年03期
7 朱正威;;教学设计重在“学”的设计[J];生物学通报;2011年11期
8 李脉;;围绕生物学核心概念进行课堂教学——以“光与光合作用”为例[J];中学生物学;2011年03期
9 刘恩山;;中学生物学教学中概念的表述与传递[J];中学生物学;2011年01期
10 朱晓林;;高中生物学教材中核心概念的界定和基本划分[J];生物学教学;2010年12期
相关硕士学位论文 前6条
1 邹晓琴;以核心概念为中心的高中生物教学设计研究[D];福建师范大学;2014年
2 刘娟;基于初中生物学核心概念的教学设计与实践[D];湖南师范大学;2014年
3 赵世丽;前概念对生物概念学习的影响及其转化策略的研究[D];东北师范大学;2012年
4 贾瑞婷;高中生物学新旧教材核心概念比较与教法探讨[D];西南大学;2011年
5 林莉;概念图的绘制及生成系统在教学中的应用研究[D];华中师范大学;2008年
6 罗银春;高中生物概念的教学方法研究[D];天津师范大学;2008年
，本文编号：2366206
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2366206.html
