初中生物学生活化教学实践研究

发布时间：2019-05-15 22:18

【摘要】：接受义务教育的初中学生,抽象思维能力不完善,且刚步入七年级的学生,以往从未学习过《生物学》。针对初中《生物学》有效教学的研究值得深入。新的《义务教育生物学课程标准》要求教师应该将更多的注意力放在学生的生物科学素养的提高上,更多的关注学生已有的生活经验和学生主动学习的过程。生活化教学使学生在生活的背景下学习,使课堂内容与现实生活及科技发展紧密联系,改变以往枯燥乏味,满堂灌的课堂教学模式学习。大大提高学生的学习热情,更符合时代需求。本文通过阅读文献,对国内外关于生活化教学的现状进行梳理。查阅相关书籍寻找理论依据。在了解前人的研究基础上,从教学目标生活化和教学内容生活化两个方面提出相关策略。其中,对教学目标生活化进行知识目标生活化,能力目标生活化,情感态度价值观目标生活化三个方向的解读；对教学内容生活化策略的研究从课前准备、课中教学、课后作业三个方向进行。在对生活化教学的策略有一定把握的基础上针对人民教育出版社出版的七年级上册《生物学》进行生活化教学分析并实施生活化教学。对七年级上册《生物学》生活化教学从三方面进行分析：对三维目标的解读,对重点概念进行生活化分析,以及对模块知识进行生活化分析。并在文中给出一个教学案例详细说明了生活化教学的实施过程,以供新教师了解生活化教学。生活化教学的实施在两个平行的普通班进行,实验班做生活化教学,对照班做传统教学。在经过一段时间的教学后,通过问卷调查法、纸笔测试法、数据统计法,对实验数据进行收集和分析,以评价生活化教学的实施效果。对实验数据进行收集和分析,结果显示实验班的检测成绩、兴趣浓度、科学态度与价值观都明显优于对照班。因此,在初中实施生活化教学,有利于学生更好的达到知识目标和情感态度价值观目标的要求；提高学生对生物学的学习热情,增强学生参与学习的积极性。
[Abstract]:Junior middle school students who receive compulsory education have not perfect abstract thinking ability, and the students who have just entered the seventh grade have never studied Biology before. The research on the effective teaching of biology in junior high school is worthy of further study. The new compulsory Education Biology Curriculum Standard requires teachers to pay more attention to the improvement of students' biological science literacy, to pay more attention to students' existing life experience and the process of students' active learning. Life teaching makes students study under the background of life, makes the classroom content closely related to the real life and the development of science and technology, and changes the boring and full classroom teaching mode in the past. Greatly improve students' enthusiasm for learning, more in line with the needs of the times. Through reading the literature, this paper combs the present situation of life teaching at home and abroad. Consult the relevant books to find the theoretical basis. On the basis of understanding the previous research, this paper puts forward some relevant strategies from two aspects: the life of teaching goal and the life of teaching content. Among them, the teaching goal life is interpreted in three directions: knowledge goal life, ability goal life, emotion, attitude and value goal life. The research on the life strategy of teaching content is carried out from three directions: preparation before class, teaching in class and homework after class. On the basis of grasping the strategy of life teaching, this paper analyzes the life teaching and implements the life teaching in the seventh grade book Biology published by the people's Education Publishing House. This paper analyzes the life teaching of Biology in the seventh grade from three aspects: the interpretation of three-dimensional goals, the life analysis of key concepts, and the life analysis of module knowledge. In this paper, a teaching case is given to explain the implementation process of life teaching in detail, so that the new teachers can understand the life teaching. The implementation of life teaching is carried out in two parallel ordinary classes, the experimental class does life teaching, and the control class does traditional teaching. After a period of teaching, the experimental data were collected and analyzed by questionnaire survey, paper and pen test and data statistics in order to evaluate the implementation effect of life teaching. The experimental data were collected and analyzed. The results showed that the test results, interest concentration, scientific attitude and values of the experimental class were significantly better than those of the control class. Therefore, the implementation of life teaching in junior middle school is helpful for students to better achieve the requirements of knowledge goal and emotional attitude and values goal, improve students' enthusiasm for biology learning, and enhance students' enthusiasm to participate in learning.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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