高中生物“问题导学”教学模式的实践研究

发布时间：2018-08-25 13:14

【摘要】：基于课程改革、人才培养和教师自身发展的要求,本研究提出了高中生物“问题导学”教学模式。本研究首先借鉴国内外相关研究分析了高中生物“问题导学”教学模式的相关概念和理论基础；总结归纳出“问题导学”教学模式的操作程序：创设情境,提出问题：深入情境,解决并发现问题；讨论反馈问题；筛选有效问题；精讲疑难问题；个性总结与评价；巩固提高,衍生问题。同时提出可行的操作策略及评价方式。然后,通过准实验设计①对研究对象进行五个月的教学实验。通过前测发现两组学生的生物学习情况没有显著差异；实验教学结束后采用Z检验对两组分数的差异性进行显著性检验,得出Z后为2.346。显然后测中两组分数的差异性显著,由此初步得出：该模式有利于提高学生的生物学业成绩。与此同时,还进行了问卷调查,调查数据显示两组.学生在学习兴趣、自主学习习惯与问题意识等方面的Z检验结果均大于2.58,差异性显著,初步说明了该教学模式对学生学习兴趣、自主学习习惯与问题意识、思维能力与知识建构能力的提升是有帮助的。另外,通过直接比较分析得出,该模式对增强学生的探究意识与实践能力也起到有效的促进作用。最后,对本研究进行反思和设想,并对教学过程中出现的问题提出建议。
[Abstract]:Based on the requirements of curriculum reform, talent training and teachers' own development, this study puts forward the teaching mode of "problem guidance" in senior high school biology. This study first analyzes the related concepts and theoretical basis of the teaching mode of "problem guidance" in senior high school biology, and summarizes the operating procedure of the teaching mode of "problem guidance": creating situation, Put forward the question: go deep into the situation, solve and discover the problem; discuss the feedback problem; screen the effective problem; elaborate on the difficult problem; summarize and evaluate the personality; consolidate and improve, derivative problem. At the same time, the feasible operation strategy and evaluation method are put forward. Then, through the quasi-experiment design 1, the research object carries on the five-month teaching experiment. It was found that there was no significant difference between the two groups of students in biological learning by pre-test, and the difference of scores between the two groups was tested by Z test after the end of experiment teaching, and it was 2.346 after Z. Obviously, the difference between the two groups in the post test is significant, and it is concluded that this model is beneficial to the improvement of students' biological academic achievement. At the same time, a questionnaire survey, survey data show two groups. The Z test results of students in learning interest, autonomous learning habit and problem consciousness are all more than 2.58, and the difference is significant. It shows that this teaching model has great influence on students' learning interest, autonomous learning habit and problem consciousness. The improvement of thinking ability and knowledge construction ability is helpful. In addition, through direct comparative analysis, this model also plays an effective role in enhancing students' inquiry consciousness and practical ability. Finally, this study is reflected and conceived, and some suggestions are put forward to the problems in the course of teaching.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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