陕西省商洛农村高中生物探究式教学实施现状研究

发布时间：2018-04-16 01:33

本文选题：农村高中 + 生物探究式教学　；参考：《陕西师范大学》2015年硕士论文

【摘要】：我国教育课程改革已实行多年,探究式教学作为新课改提倡的一种新的教学方式,引起越来越多人的关注。在一些城市高中,探究式教学的实施已经取得了阶段性的成果。商洛地处秦岭南麓,境内多为山地,交通条件差,经济相对来说比较落后。笔者所任教的商洛农村高中,绝大多数生物教师仍然采用传统的“讲授式”教学,学生学习兴趣低,自主学习意识差,生物探究式教学的实施情况令人担忧；商洛农村高中与其他地区的农村高中在地理环境等方面存在差别,而有关商洛农村高中生物探究式教学的研究较少。针对这些问题,笔者对7所商洛农村高中进行了生物探究式教学情况调查,分析了制约探究式教学在农村高中实施的因素,并对农村高中生物教师开展探究课提出对应的建议和策略。本调查研究主要从教师和学生两方面展开：一方面,通过问卷调查和访谈调查的方法,对商洛农村高中生物教师探究式教学实施现状进行调研。问卷调查从教师基本情况、探究式教学的观念意识、教学方式和实施现状、生物探究式教学软环境的建设现状、探究式教学的评价现状、学生学习现状几个方面开展；访谈调查主要针对教师对探究式教学的认识态度、当前实施情况、实施遇到的困难和教师教学压力等方面。另一方面,用问卷调查的方式,对商洛农村高中学生探究式学习现状进行调研。学生问卷主要从学生探究学习观念意识、学生学习现状、学校教学现状、探究学习环境现状和学校评价现状这几方面展开。通过上述研究发现商洛农村高中生物探究式教学实施中存在如下问题：1.教师对于生物探究式教学理念理解有偏差,有些教师甚至有抵触。教学观念普遍传统、滞后。2.教师专业化水平低,不能胜任探究教学的要求。3.学校的多媒体设备、图书馆建设等硬件设施落后,阻碍了探究式教学的实施。4.评价机制不符合新课程标准要求,不管教师还是学生都是为了分数在努力。5.由于学生基础偏差,学习习惯差,导致学生探究兴趣不浓。6.探究式教学的“软环境”建设还很落后,商洛地区社会、学校、教师、学生对生物探究式教学的支持不够。针对以上问题,笔者提出如下应对策略：1.要顺利开展探究课,教师、学生的观念都要改变,要共同树立探究意识。2.努力提高教师专业水平,循序渐进,通过教学专家对农村学校具体问题分析,开展有针对性、具体的教师培训活动。3.需要国家继续加大教育经费投入,当地政府相关部门和学校加快课程资源建设。4.正确看待高考体制,摒弃应试教育恶习,努力推广多元化评价。5.充分利用农村生物资源优势,结合校情挖掘课外资源,创造良好的探究环境。
[Abstract]:The educational curriculum reform in China has been carried out for many years. Inquiry teaching, as a new teaching method advocated by the new curriculum reform, has attracted more and more people's attention.In some urban high schools, the implementation of inquiry teaching has achieved periodic results.Shangluo is located in the southern foothills of the Qinling Mountains, the territory is mostly mountainous, traffic conditions are poor, the economy is relatively backward.In Shangluo Rural High School, where the author teaches, most of the biology teachers still use the traditional "lecturing" teaching, students have low interest in learning, poor consciousness of independent learning, and the implementation of biological inquiry teaching is worrying.There are differences in geographical environment between Shangluo rural high school and other rural high school, but there is less research on biology inquiry teaching in Shangluo rural high school.In view of these problems, the author has carried on the biological inquiry teaching situation investigation to 7 Shangluo rural high schools, has analyzed the restriction inquiry teaching in the countryside high school implementation factor,And put forward the corresponding suggestion and strategy to the countryside senior high school biology teacher to carry out the inquiry class.This investigation is mainly carried out from two aspects of teachers and students: on the one hand, through the methods of questionnaire and interview, the author investigates the current situation of the implementation of inquiry teaching for senior high school biology teachers in Shangluo.The questionnaire survey is carried out from the following aspects: teachers' basic situation, concept consciousness of inquiry teaching, teaching methods and actualization, construction of soft environment of biological inquiry teaching, evaluation of inquiry teaching and students' learning status.The interview survey mainly focuses on teachers' attitude towards inquiry teaching, current implementation situation, difficulties encountered in the implementation and teachers' teaching pressure.On the other hand, the current situation of inquiry learning of Shangluo rural senior high school students is investigated by questionnaire.The students' questionnaire is mainly carried out from the following aspects: the consciousness of students' learning concept, the present situation of students' study, the present situation of school teaching, the present situation of exploring learning environment and the present situation of school evaluation.Through the above research, it is found that the following problems exist in the implementation of biology inquiry teaching in Shangluo Rural Senior Middle School: 1.Teachers have deviations in understanding biological inquiry teaching concepts, and some teachers even have conflicts.Traditional teaching concept, lag. 2.Teachers' professional level is low and they can not meet the requirements of inquiry teaching. 3.School multimedia equipment, library construction and other hardware facilities backward, hindered the implementation of inquiry teaching. 4.Evaluation mechanism does not meet the requirements of the new curriculum standards, whether teachers or students are in order to score. 5.Because of students' basic deviation and poor study habits, students' interest in inquiry is not strong. 6.The construction of "soft environment" of inquiry teaching is still very backward, and the society, schools, teachers and students in Shangluo area do not support biological inquiry teaching.In view of the above problems, the author puts forward the following countermeasures: 1.In order to carry out the inquiry class smoothly, teachers and students should change their ideas and set up the consciousness of inquiry. 2.Strive to improve the professional level of teachers, step by step, through the analysis of the specific problems of rural schools by teaching experts, to carry out targeted, specific teacher training activities. 3.The state should continue to increase investment in education, and local government departments and schools should speed up the construction of curriculum resources.Look at the college entrance examination system correctly, abandon the bad habit of examination-oriented education, and make great efforts to popularize the pluralistic evaluation.Make full use of the advantages of rural biological resources, combined with the school situation to explore extracurricular resources, create a good exploration environment.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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