高中生物主体性教学的实践和反思
发布时间：2018-08-03 08:51
【摘要】：随着知识经济时代的到来,科学技术的迅猛发展,人的主体地位的提高,终身教育实践才得深入。因此,学习与发展是当今教育的主题。2012年广西开始新课改,是全国最后一个进入课改的地区。随着新课程改革的实施,教师的课堂教学改革也成为热点。广西由于地理位置、经济落后、人口素质低,而受教育者人数多,课改的顺利进行显得极其重要。同时受多种因素的影响,高中生物课改的实施困难重重,传统的“满堂灌”的教学方式依然根深蒂固,学生的主体地位难以体现,教师迷茫自身的地位。本文是笔者试图通过探索主体性教学在广西高中生物中的实践及反思,力求反映出在新课革中广西教育阵地存在的问题。本文研究主要采用了文献研究法、调查研究法、案例研究法、比较研究法、统计分析法等,具体内容分为六章。实践研究前对广西高中部分师生进行生物主体性教学的问卷调查,同时分析调查数据,并引发关于广西高中主体性教学实施的问题思考。结合自身的教学实践尝试从教学的准备、教学的实施、教学的评价和教学的反思等方面进行高中生物主体性教学的策略探讨,构建了“导学——自学——讨论——构建”的具体教学模式。并结合笔者的教学实际进行主体性教学在高中生物课堂中的实践与分析,采用学校的同一年级的两个平行班(1302班、1304班)进行实践研究,一个班(1304班)进行传统教学,作为对照组,另一个班(1302班)进行主体性教学,作为实验组进行对比研究。实践研究发现仅在分数的考评制度下,主体性教学取得一定的教学效果,教学质量优于传统教学。但教学效果受教学条件的限制、考试制度的影响、教师水平的制约、学生水平的约束等方面影响。笔者教学实践发现：在教育改革的实践中,主体性教学理念与高中生物新课程改革的基本理念与课程目标相契合。主体性教学实现教学思想及方式的大转变,教师塑造自身的主体意识,建构主体性教学的能力；同时激活学生的主体意识,培养与提高学生的主体性,发挥学生在学习中的主动性和持久性。主体性教学固然提高学生学习的兴趣、积极性、主动性和创造性,培养学生终身教育学习习惯。但主体性教学并不是用几个案例、几个活动就达到目标,同时需要在整个高中生物教学中贯穿主体性培养的意识。目前,在当前的人才选拔的考试制度下,同时在广西受各种因素的影响,主体性教学并不是一把解决广西生物教学改革问题的万能钥匙,而是主体性教学仍需和传统教学方式有机结合、相互渗透,灵活地把握好主体性教学与传统教学方式的尺度,才能从课堂教学中获得效益。思考决定广西生物课改开展进程的几个方面,表明：新课改必需针对广西的差异,制定更多符合的课改实施的方案。同时希望更多的教育研究者、专家更加关注广西课改的发展,多提宝贵的意见和建议,帮助广西早日实现教育的现代化。
[Abstract]:With the advent of the era of knowledge economy, the rapid development of science and technology, the improvement of the status of human beings and the deepening of the practice of lifelong education, learning and development are the theme of the new curriculum reform in Guangxi in the year.2012 of today's education. It is the last area in the country to enter the curriculum reform. With the implementation of the new curriculum reform, the teacher's classroom teaching reform is carried out. Because of the geographical position, the economic backwardness, the low quality of the population, and the number of educated people, the smooth progress of the curriculum reform is very important. At the same time, the implementation of the curriculum reform in high school is difficult to be carried out by many factors. The traditional teaching formula of "full" is still deeply rooted, and the main status of the students is difficult to be reflected. In this paper, the author tries to explore the practice and reflection of the subject teaching in Guangxi high school biology, and try to reflect the problems of Guangxi's educational position in the new course. This paper mainly adopts the literature research method, the investigation and research method, the case study method, the comparative research method, the statistical analysis method and so on. The content is divided into six chapters. Before the practical study, the questionnaire survey on the teaching of the students of high school in Guangxi was carried out, and the survey data were analyzed, and the problems about the implementation of the main teaching in high school in Guangxi were brought up. The preparation of teaching, the implementation of teaching, the evaluation of teaching and the reflection of teaching were tried in the practice of teaching practice in the course of the teaching of high school in Guangxi. In the aspect of the strategy of high school biology subject teaching, the concrete teaching mode of "guidance - self-study - Discussion - construction" was constructed, and the practice and analysis of subject teaching in high school biology class were carried out in combination with the author's teaching practice, and two parallel classes (class 1302, 1304 class) in the same grade of the school were carried out. In practice, one class (class 1304) carries out traditional teaching. As the control group, the other class (1302 class) conducts the subjective teaching as the experimental group. The practical study finds that the teaching quality is superior to the traditional teaching in the subjective teaching only under the score evaluation system, but the teaching effect is limited by the teaching conditions. The influence of the system, the influence of the examination system, the restriction of the teacher's level and the restraint of the students' level. The author has found that in the practice of the reform of education, the basic idea of the subject teaching and the basic idea of the new curriculum reform of high school biology correspond with the goal of the curriculum. The subjective consciousness of its own, the ability to construct the subject teaching; at the same time activating the students' subjective consciousness, cultivating and improving the students' subjectivity, giving full play to the initiative and persistence of the students in the study. The subjective teaching improves the students' interest, enthusiasm, initiative and creativity, and raises the students' lifelong education and learning habits. But the main body of the teaching is to cultivate the students' lifelong education and learning habits. Sex teaching is not a few cases, a few activities to achieve the goal, at the same time, the need for the whole high school biology teaching through the consciousness of the main body training. At present, under the current talent selection examination system, at the same time in Guangxi affected by various factors, the subjective teaching is not a solution to the problem of Guangxi biology teaching reform. The key is the key, but the subject teaching still needs to be combined with the traditional teaching methods, permeating each other, grasping the scale of the subjective teaching and the traditional teaching method flexibly, so as to get the benefit from the classroom teaching. At the same time, we hope more education researchers, experts pay more attention to the development of Guangxi curriculum reform, and give more valuable suggestions and suggestions to help Guangxi realize the modernization of education at an early date.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2161230
[Abstract]:With the advent of the era of knowledge economy, the rapid development of science and technology, the improvement of the status of human beings and the deepening of the practice of lifelong education, learning and development are the theme of the new curriculum reform in Guangxi in the year.2012 of today's education. It is the last area in the country to enter the curriculum reform. With the implementation of the new curriculum reform, the teacher's classroom teaching reform is carried out. Because of the geographical position, the economic backwardness, the low quality of the population, and the number of educated people, the smooth progress of the curriculum reform is very important. At the same time, the implementation of the curriculum reform in high school is difficult to be carried out by many factors. The traditional teaching formula of "full" is still deeply rooted, and the main status of the students is difficult to be reflected. In this paper, the author tries to explore the practice and reflection of the subject teaching in Guangxi high school biology, and try to reflect the problems of Guangxi's educational position in the new course. This paper mainly adopts the literature research method, the investigation and research method, the case study method, the comparative research method, the statistical analysis method and so on. The content is divided into six chapters. Before the practical study, the questionnaire survey on the teaching of the students of high school in Guangxi was carried out, and the survey data were analyzed, and the problems about the implementation of the main teaching in high school in Guangxi were brought up. The preparation of teaching, the implementation of teaching, the evaluation of teaching and the reflection of teaching were tried in the practice of teaching practice in the course of the teaching of high school in Guangxi. In the aspect of the strategy of high school biology subject teaching, the concrete teaching mode of "guidance - self-study - Discussion - construction" was constructed, and the practice and analysis of subject teaching in high school biology class were carried out in combination with the author's teaching practice, and two parallel classes (class 1302, 1304 class) in the same grade of the school were carried out. In practice, one class (class 1304) carries out traditional teaching. As the control group, the other class (1302 class) conducts the subjective teaching as the experimental group. The practical study finds that the teaching quality is superior to the traditional teaching in the subjective teaching only under the score evaluation system, but the teaching effect is limited by the teaching conditions. The influence of the system, the influence of the examination system, the restriction of the teacher's level and the restraint of the students' level. The author has found that in the practice of the reform of education, the basic idea of the subject teaching and the basic idea of the new curriculum reform of high school biology correspond with the goal of the curriculum. The subjective consciousness of its own, the ability to construct the subject teaching; at the same time activating the students' subjective consciousness, cultivating and improving the students' subjectivity, giving full play to the initiative and persistence of the students in the study. The subjective teaching improves the students' interest, enthusiasm, initiative and creativity, and raises the students' lifelong education and learning habits. But the main body of the teaching is to cultivate the students' lifelong education and learning habits. Sex teaching is not a few cases, a few activities to achieve the goal, at the same time, the need for the whole high school biology teaching through the consciousness of the main body training. At present, under the current talent selection examination system, at the same time in Guangxi affected by various factors, the subjective teaching is not a solution to the problem of Guangxi biology teaching reform. The key is the key, but the subject teaching still needs to be combined with the traditional teaching methods, permeating each other, grasping the scale of the subjective teaching and the traditional teaching method flexibly, so as to get the benefit from the classroom teaching. At the same time, we hope more education researchers, experts pay more attention to the development of Guangxi curriculum reform, and give more valuable suggestions and suggestions to help Guangxi realize the modernization of education at an early date.
【学位授予单位】：广西师范大学
【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1条
1 檀传宝;试论教育主体性形态及其实现[J];南京师大学报(社会科学版);1995年02期
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