在初中生物教学中开展论证式教学的案例研究

发布时间：2018-04-11 20:13

本文选题：论证式教学 + 初中生物教学　；参考：《南京师范大学》2015年硕士论文

【摘要】：论证式教学,一种主张基于情境、批判思维、积极互动的教学模式,关注学生主动展示证据、基于证据形成主张、阐述观点并捍卫或反驳某个观点的能力。在生物学科教学中运用论证式教学,体现主动探究学习,凸显重要概念传递,与生物教学改革方向相一致,具有独特价值。本研究在查找和阅读文献资料的基础上,对国内外有关论证式教学要义解读和实践探索的研究进行了整理和分析；结合执教内容,经历选取课题、创设情境、设计活动、开展活动、评价反思等多个环节,采用演示实验、小组竞赛和分角色扮演三种形式,设计并实施了三个论证式教学活动；设计、使用观察报告、主张表和评价单等形式的表单以帮助实现和评价论证式教学。此外,研究结合课堂观察、课后访谈、问卷调查的方法,较为真实、全面地反映并评价了三个案例的实践情况。通过案例研究发现,论证式教学是一个循序渐进的过程,它不仅内容丰富、形式多样、评价多元,还能真正体现学生在课堂上的主体地位和教师的引导作用,论证活动的开展使得师生双方都获益匪浅。由于研究范围和对象的局限性以及教学时间短、评价体系不完善等问题,研究仍有不足之处以待进一步探索。希望此次为期八个月的论证式教学案例研究,能为我国中学生物课堂开展论证式教学提供实践方面的经验和参考。
[Abstract]:Argumentative teaching is a teaching model that advocates situational critical thinking and positive interaction. It pays close attention to the students' ability to present evidence on their own initiative and to form opinions based on evidence and to state their views and defend or refute them.The application of argumentative teaching in biology teaching embodies active inquiry learning and highlights the transmission of important concepts which is consistent with the direction of biological teaching reform and has unique value.On the basis of looking up and reading the literature, this study collates and analyzes the research of argumentation teaching essentials and practical exploration at home and abroad, combines the teaching contents, experiences the selection of topics, creates situations, designs activities.Developing activities, evaluating reflection and so on, using three forms of demonstration experiment, group competition and role playing, designing and implementing three demonstration teaching activities, designing and using observation report,Claim forms such as tables and evaluation sheets to help implement and evaluate argumentative teaching.In addition, the methods of classroom observation, after-class interview and questionnaire survey reflect and evaluate the practice of the three cases.Through the case study, it is found that argumentation teaching is a gradual process, which is not only rich in content, diverse in form, pluralistic in evaluation, but also can truly reflect the main position of students in the classroom and the guiding role of teachers.The development of argumentation makes both teachers and students benefit greatly.Due to the limitation of research scope and object, short teaching time and imperfect evaluation system, the research still has some shortcomings to be further explored.It is hoped that this eight-month case study of argumentative teaching can provide practical experience and reference for the development of demonstration teaching in middle school biology classroom in our country.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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