高中生物课程学案式教学对学生学习行为的影响

发布时间：2018-04-12 00:19

本文选题：学案式教学 + 高中生物　；参考：《天津师范大学》2015年硕士论文

【摘要】：当前,课程改革在全国范围内蓬勃开展起来,教育的改革最终还是通过不同的途径和方法优化师的“教”和学生的“学”。随着习化社会和终身教育成为前教育观的主流,中学的课堂教学也必须适应社会的要求,积极改变学生的学习行为,要让学生从“学会”向“会学”转变,从接受性学习向发现性学习转变。研究者在查阅相关文献的基础上,结合当前新课标的要求以及新课改的教学理念,从学生的学习行为的自主性、自我效能感以及学生对学习的适应性三个方面出发,探讨学案式教学模式对学生学习行为的影响。新课改提倡自主、合作和探究的学习方式,学案式教学就是这样一种体现了新课程理念的新型教学模式,它以课堂中的学案为载体,将学案、教案和教材有机地结合在一起,使学生自主化学习与教师指导相结合,落实教学过程中的学生主体地位,使学生学会学习。本人通过对国内外文献资料检索看来,目前国内有关高中以学案式教学对学生自主学习行为的研究较少,亟待开展此方面研究。文章在总结了众多前辈学者的研究成果基础上,结合现行高中阶段生物课程内容的特点、学生的认知水平,设计编写了相应的学案并在实际的课堂教学中使用,旨在引导学生建立良好的学习行为,试图帮助学生优化自身的学习方法,通过建立良好的学习行为习惯来提高学习的自主性,从而达到提高学习成绩的目的。研究者在天津市和平区实验学校高二年级设立了对照班和实验班,结合具体的生物课堂教学,在对照班采取常规的教学方法,主要是通过传统的讲授式方法进行教学,实验班则以学案式教学进行干预。观察实验组在采用不同教学模式前后,学习成绩、学习主体性(学习动机、学习方法、学习过程三个维度)、学生的自我效能感以及学习适应性与对照组的差别,使用了独立样本T—检验进行统计分析。结果显示：实验班学生在学习主体性的三个维度上均高于对照班学生。实验班学生生物学习成绩明显好于对照班学生的学习成绩。实验班学生在自我效能感和学习适应性上也都优于对照班学生。研究结论认为：在高中生物课堂中实施学案式教学是切实可行的。学案式教学可有效地提高学生的学习主动性,从而建立良好的学习行为,间接地达到了提高学生学习成绩的目的。本研究提供的课堂教学案例能够丰富目前国内有关自主学习课堂教学实施策略,为广大高中生物一线教师提供可借鉴的教学参考案例。
[Abstract]:At present, the curriculum reform is booming in the whole country, and the education reform finally optimizes the teacher's "teaching" and the student's "learning" through different ways and methods.With the adoption of society and lifelong education becoming the mainstream of the pre-education concept, the classroom teaching in middle schools must also adapt to the needs of society, actively change students' learning behavior, and make students change from "learning" to "learning".From receptive learning to discovery learning.On the basis of consulting relevant literature, combining the requirements of the current new curriculum standard and the teaching idea of the new curriculum reform, the researcher proceeds from three aspects: the autonomy of the students' learning behavior, the sense of self-efficacy and the students' adaptability to learning.This paper discusses the influence of learning plan teaching mode on students' learning behavior.The new curriculum reform advocates independent, cooperative and inquiring learning methods. Case teaching is such a new teaching model that embodies the concept of the new curriculum. It takes the learning plan in the classroom as the carrier and organically combines the study plan, teaching plan and teaching material together.Make students' autonomous learning and teachers' guidance combine, carry out the status of students' main body in teaching process, and make students learn to learn.By searching the literature at home and abroad, it is found that there are few researches on students' autonomous learning behavior in senior high schools at present, so it is urgent to carry out this research.On the basis of summarizing the research results of many senior scholars, combining the characteristics of current biology curriculum content in senior high school and the students' cognitive level, this paper designs and compiles the corresponding study plan and uses it in the actual classroom teaching.The purpose of this paper is to guide students to establish good learning behaviors, to help students to optimize their own learning methods, and to improve their learning autonomy by establishing good learning behavior habits, so as to achieve the goal of improving their academic performance.The researcher set up a control class and an experimental class in the second year of senior high school of Tianjin Heping District Experimental School. Combining with the specific biology classroom teaching, the researcher adopted conventional teaching methods in the control class, mainly through the traditional teaching method.The experimental class intervened in the form of learning plan.Before and after the use of different teaching models, the experimental group was observed to have three dimensions of learning achievement, learning subjectivity (learning motivation, learning method and learning process), the difference of students' self-efficacy and learning adaptability between the experimental group and the control group.Independent sample T-test was used for statistical analysis.The results showed that the students in the experimental class were higher than those in the control class in the three dimensions of learning subjectivity.The results of biological study in the experimental class were obviously better than those in the control class.The students in the experimental class were also superior to the students in the control class in the sense of self-efficacy and learning adaptability.The conclusion is that it is feasible to carry out the learning plan teaching in senior high school biology classroom.The learning-plan teaching can effectively improve students' learning initiative, thus establish good learning behavior, and indirectly achieve the goal of improving students' academic performance.The classroom teaching cases provided in this study can enrich the current domestic implementation strategies of autonomous learning classroom teaching, and provide reference cases for senior high school biology teachers.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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