建构主义学习理论在高中生物教学设计中的应用研究
发布时间：2018-07-29 18:08
【摘要】：随着高中生物新课程改革的深入、生物教学理念的更新和生物教学目标的重建,对与教学质量好坏紧密相关的教学设计提出了更高的要求,高中生物教学中迫切需要新的教学设计来指导教学。建构主义学习理论顺应社会和课程改革的需要,为高中生物教学设计带来了新的教学方法。本文通过问卷对高中生物教学设计的现状进行调查,调查对象为11所中学的88名高中生物教师,对调查结果进行分析,指出高中生物教学设计存在的问题,结合建构主义学习理论和教学设计相关理论,提出建构主义学习理论指导下的教学设计的方法,依据这些理论构建了建构主义学习理论指导下的高中生物教学设计,而后与任课教师进行交流沟通,对该教学设计进行多次修改和完善,在教学设计中规避传统教学设计中存在的问题,并将构建的新的教学设计应用于真实的生物课堂教学当中,通过纸笔测验和问卷调查对对照班级和实验班级的学生的生物学业成绩、生物学习兴趣以及学习能力前测和后测的结果进行统计分析,再对个别学生进行访谈,实验结果表明,在实验班级采用建构主义学习理论构建的高中生物教学设计进行生物教学,全体学生的生物学习平均成绩由实验前的60.88分提升到68.86分,生物学习兴趣水平平均成绩由实验前的19.80分提升到27.20分,学习能力水平平均成绩由实验前的28.03分提升到32.75分。文章中有相关的教学案例,教师可依据自身的教学风格特点或直接应用或加以修改应用或根据案例对其他章节的进行设计,操作方便。
[Abstract]:With the deepening of the new curriculum reform of biology in senior high school, the renewal of biology teaching idea and the reconstruction of biology teaching goal, the teaching design which is closely related to the quality of teaching has put forward higher requirements. In high school biology teaching, new teaching design is urgently needed to guide teaching. Constructivist learning theory meets the needs of society and curriculum reform and brings new teaching methods to biology teaching design in senior high school. The present situation of high school biology teaching design is investigated by questionnaire. 88 senior high school biology teachers in 11 middle schools are investigated. The results are analyzed, and the problems in high school biology teaching design are pointed out. Combined with constructivism learning theory and teaching design theory, this paper puts forward the teaching design method under the guidance of constructivism learning theory, and constructs the high school biology teaching design under the guidance of constructivist learning theory according to these theories. Then it communicates with the teachers, modifies and perfects the teaching design many times, avoids the problems existing in the traditional teaching design, and applies the new teaching design to the real biology classroom teaching. The paper and pen tests and questionnaires were used to analyze the results of biological academic achievement, interest in biological learning and the results of pre-test and post-test of learning ability of students in the control class and experimental class, and then interviewed individual students. The experimental results showed that: 1. In the experiment class, the biology teaching design of high school was constructed by constructivism learning theory. The average score of biology study of all the students was raised from 60.88 to 68.86 before the experiment. The average score of interest level of biological learning was raised from 19.80 points before experiment to 27.20 points, and the average score of learning ability level increased from 28.03 points to 32.75 points before experiment. There are related teaching cases in the article. Teachers can use or modify the teaching style according to their own characteristics of teaching style, or design other chapters according to the case, which is convenient to operate.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2153564
[Abstract]:With the deepening of the new curriculum reform of biology in senior high school, the renewal of biology teaching idea and the reconstruction of biology teaching goal, the teaching design which is closely related to the quality of teaching has put forward higher requirements. In high school biology teaching, new teaching design is urgently needed to guide teaching. Constructivist learning theory meets the needs of society and curriculum reform and brings new teaching methods to biology teaching design in senior high school. The present situation of high school biology teaching design is investigated by questionnaire. 88 senior high school biology teachers in 11 middle schools are investigated. The results are analyzed, and the problems in high school biology teaching design are pointed out. Combined with constructivism learning theory and teaching design theory, this paper puts forward the teaching design method under the guidance of constructivism learning theory, and constructs the high school biology teaching design under the guidance of constructivist learning theory according to these theories. Then it communicates with the teachers, modifies and perfects the teaching design many times, avoids the problems existing in the traditional teaching design, and applies the new teaching design to the real biology classroom teaching. The paper and pen tests and questionnaires were used to analyze the results of biological academic achievement, interest in biological learning and the results of pre-test and post-test of learning ability of students in the control class and experimental class, and then interviewed individual students. The experimental results showed that: 1. In the experiment class, the biology teaching design of high school was constructed by constructivism learning theory. The average score of biology study of all the students was raised from 60.88 to 68.86 before the experiment. The average score of interest level of biological learning was raised from 19.80 points before experiment to 27.20 points, and the average score of learning ability level increased from 28.03 points to 32.75 points before experiment. There are related teaching cases in the article. Teachers can use or modify the teaching style according to their own characteristics of teaching style, or design other chapters according to the case, which is convenient to operate.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
【参考文献】
相关期刊论文 前3条
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2 柳若芍,王成霞;建构主义学习环境下的化学教学设计[J];山东教育学院学报;2001年02期
3 邹艳春;建构主义学习理论的发展根源与逻辑起点[J];外国教育研究;2002年05期
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