高中生物教材中动物学知识的拓展研究

发布时间：2019-03-02 20:45

【摘要】：2011年发布的《生物课程标准》中指出：实现课程目标要依靠课程资源,教材中出现的动物是一种课程资源。教学过程中如何使用动物学拓展知识是一种新的探究问题。本文主要使用教材分析法,对人教版高中生物三个必修教材中出现的动物进行了分析。分析过程中发现教材中的动物学知识比较疏散,不全面。针对这些问题总结出教材中的所有动物,并拓展介绍了典型动物的基本知识、撰写了两个教学案例。三个必修教材中共统计到116个动物,83个脊椎动物和33个无脊椎动物。附图的有67个,未附图的有49个。无脊椎动物有2种原生动物、19种节肢动物、2种腔肠动物、1种环节动物、2种线形动物。脊椎动物有4种鱼类、4种两栖类、3种爬行类、20种鸟类和43种哺乳类动物。根据结合教材内容、激发学生听课兴趣、提高教师专业知识水平等原则拓展介绍了45种动物。对必修一细胞的能量“通货”—ATP,和必修二隔离与物种的形成两个内容进行了案例分析。通过分析蒙文教材发现一些汉文教材中翻译过来的是不常用的动物名称、使学生及老师产生了名词混乱。笔者认为编写教材时尊重民族特色并使用常遇到的动物名称是比较合理的。
[Abstract]:In the Biology Curriculum Standard, published in 2011, it is pointed out that the realization of curriculum objectives depends on curriculum resources, and the animals in the textbooks are a kind of curriculum resources. How to use zoology to expand knowledge in teaching is a new inquiry problem. This paper mainly uses the teaching material analysis method to analyze the animals appearing in the three required teaching materials of biology in senior high school. In the process of analysis, it was found that the zoology knowledge in the teaching material was relatively scattered and incomplete. In view of these problems, all the animals in the textbook are summarized, the basic knowledge of typical animals is introduced, and two teaching cases are written. The three required textbooks count 116 animals, 83 vertebrates and 33 invertebrates. There are 67 attached pictures and 49 unattached ones. There are 2 species of protozoa, 19 species of arthropods, 2 species of coelenterates, 1 species of link animals and 2 species of linear animals in invertebrates. There are 4 species of fish, 4 species of amphibians, 3 species of reptiles, 20 species of birds and 43 species of mammals in vertebrates. According to the principles of arousing students' interest in listening to classes and improving teachers' professional knowledge, 45 species of animals are introduced according to the principles of combining the contents of teaching materials. The energy "currency" of compulsory cell-ATP, and compulsory isolation and the formation of species are analyzed in a case study. Through the analysis of Mongolian textbooks, it was found that some Chinese textbooks translated unusual animal names, which caused confusion of nouns among students and teachers. The author thinks that it is reasonable to respect the national characteristics and use the animal names frequently encountered in the compilation of teaching materials.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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