基于学科能力培养的初中生物学概念教学研究

发布时间：2018-05-29 01:22

本文选题：初中 + 生物学　；参考：《鲁东大学》2015年硕士论文

【摘要】：重要概念的形成是一个思维的过程。思维过程中涵盖各种能力，这些能力具体到生物学就表现为生物学科能力。换言之，重要概念的构建能够培养学生的学科能力，进而提高科学素养。本研究对概念教学与学科能力的内涵进行了梳理，阐明了生物学科能力的构成与表现形式，论述了在围绕重要概念开展教学的过程中培养学科能力的重要性和可行性，理顺了二者的关系。对太原市初中在生物学概念教学中，培养学生学科能力的现状进行了调研，客观分析了其中问题的原因。针对目前初中生物学概念教学的实际情况，按照概念形成与同化的主要思维方式，对初中生物学的重要概念进行分类，并依据概念教学的基本步骤中涉及到的主要学科能力提出了相应的教学策略。最后对典型课例进行了分析和评价。主要结论如下：第一，学科能力既是概念教学的基础，也是概念教学的目标之一。学生生物学重要概念的获得是在运用原有各种学科能力的基础上实现的，同时在概念形成与同化的过程中,学生的学科能力得到培养与提升。第二，对太原市部分初中生物学课堂围绕重要概念进行教学的现状进行调查，结果表明，只有少部分教师意识到了重要概念的构建与培养学科能力之间的关系，在教学中将二者很好地结合在一起，既帮助学生构建了重要概念，同时也提高了他们的学科能力。总体上在省级重点中学、市级重点中学开展情况要好于区级重点中学和普通公立学校。第三，不同生物学重要概念，其形成与构建的策略不同。以实验方式引入重要概念时，教师要充分调动学生的兴趣，引导学生积极思维，对实验的设计、现象、结论都要做到“知其然，知其所以然”，可采用“关键词分析法”和“比喻法”构建重要概念。以观察方式引入重要概念时，教师要引导学生将感性的材料理性化，抓住事物的本质，总结异同点，完成重要概念的构建。以分析概括方式引入重要概念时，教师要引导学生进行积极的思考，绘制概念图，了解概念之间的联系，培养学生的概括能力。以探究方式引入重要概念时，教师要为学生提供足够的空间，营造良好的学习氛围，引导他们进行科学探究，让学生体会到探究过程中的不易，同时体验思考带来的快乐。总之，从概念的引入到概念的形成是思维能力培养的重要环节，，而概念的同化是培养应用能力的主要步骤。教师要根据概念构建的方式选择相应的教学策略。
[Abstract]:The formation of important concepts is a process of thinking. The process of thinking covers a variety of abilities, which are embodied in biology as biological disciplines. In other words, the construction of important concepts can train students' academic ability, and then improve their scientific literacy. This study combs the connotation of concept teaching and subject ability, clarifies the constitution and manifestation of biology subject ability, and discusses the importance and feasibility of cultivating subject ability in the course of teaching around important concepts. Straighten out the relationship between the two. This paper investigates the present situation of cultivating students' subject ability in the teaching of biology concept in Taiyuan junior middle school, and analyzes objectively the causes of the problems. According to the actual situation of biology concept teaching in junior high school at present, according to the main thinking mode of concept formation and assimilation, this paper classifies the important concept of biology in junior high school. The corresponding teaching strategies are put forward according to the main subject competence involved in the basic steps of concept teaching. Finally, the typical class examples are analyzed and evaluated. The main conclusions are as follows: First, subject competence is not only the basis of concept teaching, but also one of the goals of concept teaching. The acquisition of important concepts of biology of students is realized on the basis of the application of the original ability of various disciplines. Meanwhile, in the process of concept formation and assimilation, the students' ability of subject is cultivated and promoted. Secondly, the present situation of teaching important concepts in some junior middle school biology classrooms in Taiyuan is investigated. The results show that only a few teachers have realized the relationship between the construction of important concepts and the cultivation of discipline ability. The combination of the two in teaching not only helps students to construct important concepts, but also improves their subject ability. Overall, in provincial key middle schools, municipal key middle schools are better than district key middle schools and ordinary public schools. Third, different important biological concepts, the formation and construction of different strategies. When introducing important concepts in an experimental way, teachers should fully arouse students' interest, guide students to think positively, and "know what it is, know what it is" to the design, phenomenon and conclusion of the experiment. The key words analysis method and metaphor method can be used to construct important concepts. When introducing important concepts in the way of observation, teachers should guide students to rationalize perceptual materials, grasp the essence of things, sum up the similarities and differences, and complete the construction of important concepts. When introducing important concepts through analysis and generalization, teachers should guide students to think positively, draw concept maps, understand the relationship between concepts, and cultivate students' generalization ability. When introducing important concepts in the way of inquiry, teachers should provide enough space for students, create a good learning atmosphere, guide them to carry out scientific inquiry, and let students realize the difficulty in the process of inquiry and experience the happiness brought by thinking at the same time. In a word, from the introduction of concept to the formation of concept is an important link in the cultivation of thinking ability, and the assimilation of concept is the main step to cultivate the ability of application. Teachers should choose corresponding teaching strategies according to the way of concept construction.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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