关于高中生物教学中培养学生思维习惯的研究

发布时间：2018-12-11 02:21

【摘要】：习惯是通过实践和经验长期养成的一种生活方式,而习惯的核心要素乃是人的思维习惯。思维习惯是人在已有知识、观念的参与下,由各种复杂因素凝结而成的思维活动的惯性,是一个人在日常生活中思考问题时所偏爱的一种方法,它决定着人的思想和行为。良好的思维习惯将有助于学生从正确的角度和方式思考问题,有助于学生能力的锻炼和知识的获取,是迈向成功的前提和基础。然而良好思维习惯的形成是时间积累的结果,不是一朝一夕形成的,因此学校教学过程中,培养学生良好的思维习惯是重中之重。生物教学中培养学生的思维习惯,就是通过与学生共同分析综合生物学现象、概括得出生物学概念及原理、理解生物学动态过程的同时,训练学生思维的过程,教学生学会如何思考;从结构与功能、局部与整体、多样性与统一性相统一的观点中锻炼学生的形象思维、抽象逻辑思维、发散思维、创造思维、系统思维、类比思维等等,从而培养学生遇见事情时能够从不同层次、多方位分析,锻炼学生思考问题的系统性、严谨性、创造性。在本研究中笔者主要进行了以下思维教育的探索:首先,通过查阅大量关于“思维”、“思维训练”、“习惯养成”的文献,为本研究提供了坚实的理论基础;拜读了斯滕伯格的《思维教学》和赵国庆的“知识可视化的理论与方法”等相关文献,为本研究提供了可实施的思维训练策略和方法。其次,设计了两份问卷:“关于高中在校生学习习惯的调查问卷”和“高中毕业生关于高中教学影响的调查问卷”。结合高中学生的学习习惯、大学生对自己高中时代的学习反思以及大学时代对能力方面的饥渴需求,进一步探讨高中教学在传授知识的同时,如何培养学生的思维习惯。最后,以高中生物课堂教学为主渠道,以思维教学为理论,通过概念图、思维导图等知识可视化工具为实践工具,挖掘生物教材中可训练思维因素,优化教学策略,营造良好的思维情境,激发学生的思维兴趣,促进学生积极思考,教给学生科学的思维方法,从而养成良好的思维习惯。本研究的重点是利用思维三元理论、知识可视化工具,以高中教材中可挖掘的素材为依托,训练、引导学生有条理地分析问题,让学生自己找到解决问题的答案,形成一种思维习惯,这样在以后的学习和工作中都会受益匪浅。
[Abstract]:Habit is a long-term way of life developed through practice and experience, and the core element of habit is the habit of thinking. The habit of thinking is the inertia of thinking activity condensed by various complicated factors with the participation of existing knowledge and ideas. It is a preferred method of thinking about problems in one's daily life, and it determines people's thought and behavior. Good thinking habits will help students to think from the correct perspective and way, help students to exercise their ability and acquire knowledge, and is the prerequisite and foundation for success. However, the formation of good thinking habits is the result of time accumulation, not overnight, so in the process of school teaching, it is the most important to cultivate students' good thinking habits. Cultivating students' thinking habits in biology teaching is the process of training students' thinking by analyzing the comprehensive biological phenomena with students, generalizing the concept and principle of biology, understanding the dynamic process of biology, at the same time, training students' thinking. Teach students how to think; From the view of unity of structure and function, part and whole, diversity and unity, students' thinking in image, abstract logic, divergent thinking, creative thinking, system thinking, analogy thinking, etc. In order to train students to meet things from different levels, multi-directional analysis, training students to think systematically, rigorous, creative. In this study, the author mainly explores the following thinking education: first, through consulting a large number of "thinking", "thinking training", "habit formation" literature, for this study provided a solid theoretical basis; This paper reads Stenberger's thinking Teaching and Zhao Guoqing's Theory and method of knowledge Visualization, and provides some practical thinking training strategies and methods for this study. Secondly, two questionnaires were designed: a questionnaire on the study habits of high school students and a questionnaire on the influence of senior high school students on teaching. Combined with the study habits of senior high school students, the students' reflection on their own high school learning and the hunger and thirst for their ability in college, this paper further discusses how to cultivate the students' thinking habits while teaching in senior high school at the same time of imparting knowledge. Finally, taking the biology classroom teaching in senior high school as the main channel, taking the thinking teaching as the theory, using the knowledge visualization tools such as concept map and thinking map as the practical tools, the author excavates the trainable thinking factors in the biology teaching material and optimizes the teaching strategy. Creating good thinking situation, arousing students' thinking interest, promoting students' positive thinking, teaching students scientific thinking methods, thus forming good thinking habits. The emphasis of this research is to use the ternary theory of thinking, knowledge visualization tools, relying on the materials that can be excavated in high school textbooks, to train students to analyze problems in a coherent way, so that students can find their own solutions to the problems. Form a habit of thinking, so that in the future in the study and work will benefit a lot.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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