高中生物教学情感态度与价值观教育的实践研究
发布时间：2019-04-01 22:54
【摘要】：在高中生物教学中根据生物学科自身的特点,采用相应的教学策略科学的对学生进行情感态度与价值观的教育是有必要的。本研究在整理研究背景、意义、现状以及情感态度与价值观相关理论基础上,进一步将高中生物情感态度与价值观教育分为学习态度、审美情趣、爱国主义、STS、科学态度与科学精神、社会意识与社会责任感、生命科学认识、人生态度和辩证唯物主义九方面,并以此为依据编制调查问卷。为了研究高中生物教学中落实情感态度与价值观教育的必要性,首先采用问卷调查河南师范大学附属中学学生情感态度与价值观发展现状,研究发现学生情感态度价值观发展的薄弱点:(1)学生对生物学科的兴趣不高;(2)科学态度及科学精神没有得到良好发展;(3)生命科学认识不深刻;(4)不能用辩证的观点看待问题。随后通过教学实践,有目的、有计划的为学生落实情感态度与价值观教育,探讨高中生物情感态度与价值观教育的实施策略,主要包括:创设情境策略、师生情感交融策略、学生主体性策略、“说理”策略、与认知、过程与方法相结合以及有效进行教学评价;采用案例分析法探讨情感态度与价值观切入点,以教案的形式呈现。最后在学期末,采用同一份问卷对同一批学生展开调查,通过对比分析法,分析学生情感态度与价值观发展变化情况。结果显示:(1)学生学习态度有所改善,兴趣明显提升;(2)审美情趣略有发展;(3)学生更加关注社会,责任意识增强;(4)逐渐形成严谨的科学态度和探索精神;(5)对生命的认识更加深刻;(6)人生态度变化不大但大部分学生能用辩证的观点看待问题。研究表明,生物教师有目的的落实情感态度与价值观的教育是非常有必要的,情感态度与价值观教育是实现学生各方面和谐发展的必要也是首要的途径。
[Abstract]:According to the characteristics of biology in senior high school biology teaching, it is necessary to adopt the corresponding teaching strategy to educate students' emotional attitude and values scientifically. On the basis of sorting out the research background, the significance, the present situation and the related theories of emotional attitude and values, this research further divides the emotional attitude and value education of high school biology into learning attitude, aesthetic taste, patriotism and STS,. Scientific attitude and spirit, social consciousness and social responsibility, knowledge of life science, attitude to life and dialectical materialism are nine aspects. In order to study the necessity of carrying out emotional attitude and value education in biology teaching in senior high school, firstly, a questionnaire was used to investigate the current situation of emotional attitude and value development of students in middle schools affiliated to Henan normal University. It is found that the weakness of the development of students' emotional attitude and values is as follows: (1) the students' interest in biology is not high; (2) the scientific attitude and spirit have not been well developed; (3) the understanding of life science is not profound; (4) the problem cannot be viewed from a dialectical point of view. Then through teaching practice, there is a purpose, a planned implementation of emotional attitude and values education for students, to explore the implementation of high school biological emotional attitude and values education strategies, including: the creation of situational strategies, emotional blending strategies between teachers and students. Students' subjective strategy, "reasoning" strategy, combined with cognition, process and method, and effective teaching evaluation; Use the case analysis method to explore the emotional attitude and value entry point, present in the form of teaching plan. At the end of the term, the same questionnaire was used to investigate the same group of students, and the development and change of students' emotional attitude and values were analyzed by means of contrastive analysis. The results show that: (1) the students' learning attitude is improved and their interest is obviously enhanced; (2) the aesthetic interest develops slightly; (3) the students pay more attention to the society and the sense of responsibility is enhanced; (4) the rigorous scientific attitude and exploration spirit are formed gradually; (5) the understanding of life is more profound; (6) the attitude towards life has not changed much, but most of the students can look at the problem from a dialectical point of view. The research shows that it is very necessary for biology teachers to carry out the education of emotion attitude and values purposefully. The education of emotion attitude and values is the necessary and the primary way to realize the harmonious development of students in all aspects.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2451982
[Abstract]:According to the characteristics of biology in senior high school biology teaching, it is necessary to adopt the corresponding teaching strategy to educate students' emotional attitude and values scientifically. On the basis of sorting out the research background, the significance, the present situation and the related theories of emotional attitude and values, this research further divides the emotional attitude and value education of high school biology into learning attitude, aesthetic taste, patriotism and STS,. Scientific attitude and spirit, social consciousness and social responsibility, knowledge of life science, attitude to life and dialectical materialism are nine aspects. In order to study the necessity of carrying out emotional attitude and value education in biology teaching in senior high school, firstly, a questionnaire was used to investigate the current situation of emotional attitude and value development of students in middle schools affiliated to Henan normal University. It is found that the weakness of the development of students' emotional attitude and values is as follows: (1) the students' interest in biology is not high; (2) the scientific attitude and spirit have not been well developed; (3) the understanding of life science is not profound; (4) the problem cannot be viewed from a dialectical point of view. Then through teaching practice, there is a purpose, a planned implementation of emotional attitude and values education for students, to explore the implementation of high school biological emotional attitude and values education strategies, including: the creation of situational strategies, emotional blending strategies between teachers and students. Students' subjective strategy, "reasoning" strategy, combined with cognition, process and method, and effective teaching evaluation; Use the case analysis method to explore the emotional attitude and value entry point, present in the form of teaching plan. At the end of the term, the same questionnaire was used to investigate the same group of students, and the development and change of students' emotional attitude and values were analyzed by means of contrastive analysis. The results show that: (1) the students' learning attitude is improved and their interest is obviously enhanced; (2) the aesthetic interest develops slightly; (3) the students pay more attention to the society and the sense of responsibility is enhanced; (4) the rigorous scientific attitude and exploration spirit are formed gradually; (5) the understanding of life is more profound; (6) the attitude towards life has not changed much, but most of the students can look at the problem from a dialectical point of view. The research shows that it is very necessary for biology teachers to carry out the education of emotion attitude and values purposefully. The education of emotion attitude and values is the necessary and the primary way to realize the harmonious development of students in all aspects.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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