初中生物学问题情境教学的应用研究

发布时间：2018-05-28 11:45

本文选题：初中生物学 + 问题情境教学　；参考：《闽南师范大学》2015年硕士论文

【摘要】：随着时代的发展,社会对人才的培养提出了新的要求,新课程改革倡导探究性学习理念,强调培养学生发现问题、分析问题及解决问题的能力,而问题的发现和解决都离不开问题情境,因此问题情境教学越来越受到重视。问题情境教学强调帮助学生学会如何提出问题、解决问题,掌握研究问题的科学方法,并形成有效的认知策略,获得终身学习所必需的基础知识和基本技能,它更好的适应了社会对教育的需求。因此,将问题情境教学应用于初中生物课堂中的研究具有一定的理论和实践意义。本文在文献研究的基础上,对问题情境教学的相关概念、国内外研究现状、理论基础等进行全面的论述,并以人教版义务教育七年级下册《生物学》为载体,结合初中生物学科的具体特点,以及初中阶段学生的认知发展水平,提出初中生物学课堂教学中问题情境创设的具体原则、途径,构建问题情境教学的模式,设计和分析具体的教学案例,可为教学或研究提供一定的参考和借鉴。本研究还采用前后测的实验方法,开展问题情境教学的实践研究。通过整理分析问卷调查、访谈调查、课堂观察等收集到的资料得出以下结论:问题情境教学可以提高学生生物学学习兴趣、问题意识及学习效果;改善学生的学习方式、师生关系及课堂气氛;同时还可以提升教师的教学水平和能力。
[Abstract]:With the development of the times, the society has put forward new requirements for the cultivation of talents. The new curriculum reform advocates the concept of inquiry learning and emphasizes the cultivation of students' ability to discover, analyze and solve problems. The discovery and solution of problems can not be separated from problem situations, so more and more attention is paid to problem situation teaching. Problem situational teaching emphasizes helping students learn how to ask questions, solve problems, master scientific methods of studying problems, and form effective cognitive strategies to acquire the basic knowledge and skills necessary for lifelong learning. It is better suited to the needs of society for education. Therefore, it is of theoretical and practical significance to apply problem situational teaching to the research of biology classroom in junior middle school. On the basis of literature research, this paper makes a comprehensive discussion on the related concepts of problem situational teaching, the current research situation at home and abroad, the theoretical basis and so on, and takes the Lower Volume of Biology in the seventh grade of compulsory education as the carrier. Combined with the specific characteristics of biology in junior high school and the cognitive development level of junior middle school students, this paper puts forward the concrete principles and ways of creating problem situation in biology classroom teaching in junior high school, and constructs the model of problem situation teaching. The design and analysis of specific teaching cases can provide some reference for teaching or research. This study also adopts the experimental method of pre-test and pre-test to carry out practical research on problem situation teaching. According to the data collected from questionnaire survey, interview survey and classroom observation, the following conclusions can be drawn: problem situation teaching can improve students' interest in biology learning, problem awareness and learning effect, improve students' learning style, and improve students' learning style. The relationship between teachers and students and classroom atmosphere can also improve teachers' teaching level and ability.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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