贵阳市乌当中学师生共同开发生物课程资源的教学实践研究
发布时间：2019-06-06 15:14
【摘要】：本文针对人教版高中生物必修一《分子与细胞》的教学内容,设计了三个课题:自制生物挂图、视频制作、课本剧编排。师生根据课题内容制定活动方案,学生在教师的引导下实施方案,完成生物课程资源的开发。将开发的成果应用于课堂教学,通过问卷调查、试卷成绩、课堂观察、学生的心得体会等方式进行效果评价。结果如下:(1)关于模型学生对自己参与开发的课程资源表现出更多的关注度,70%的学生会经常关注教室中挂置的生物模式图,72%的学生会更多的关注自己参与绘制的生物模式图;在期末成绩相关知识点的考核中,实验班比对照班平均分高出0.3分,折算成百分制为4.23分,说明在教室挂置生物模式图有助于提升学生的识记能力。(2)关于视频学生参与课程资源的开发及课程资源在课堂上的应用有助于提高学生的课堂参与度:视频在参与拍摄的实验班和未参与拍摄的对照1班播放后,学生对课堂的参与度升高,实验班的升高的幅度高于对照1班,且二者学生课堂参与度均高于未在课堂上使用视频的对照2班。学生开发的课程资源在教学中的应用有助于提高学生的学习成绩;实验班的试卷平均分为30.84,对照1班的试卷平均分为31.4,对照2班的试卷平均分为28.04,即利用学生开发的视频资源进行教学的实验班和对照1班的成绩均高于未使用视频的对照2班。(3)关于课本剧学生对参与生物课本剧的活动表现出了极大的积极性,他们希望多开展类似的活动,多一些展示自我、锻炼自我的机会,同时学生为生物课本剧的开展提出了很多宝贵的建议。综上所述,学生参与课程资源的开发激发了学生学习生物学的兴趣,学生开发的成果在教学中的应用提高了学生参与课堂的积极性,而且对深化学科知识、增强生物学科素养等方面都有一定的促进作用。
[Abstract]:According to the teaching content of molecule and cell, this paper designs three topics: self-made biological wallchart, video making and textbook drama arrangement. Teachers and students make activity plans according to the content of the project, and students implement the program under the guidance of teachers to complete the development of biological curriculum resources. The developed results are applied to classroom teaching, and the effect is evaluated by questionnaire survey, test paper results, classroom observation, students' experience and so on. The results are as follows: (1) about the model students showing more attention to the curriculum resources they participate in the development, 70% of the students will often pay attention to the biological pattern map hanging in the classroom. 72% of the students will pay more attention to the biological pattern map they participate in drawing. In the examination of the relevant knowledge points of the final grade, the average score of the experimental class is 0.3 points higher than that of the control class, and the conversion percentage system is 4.23 points. It is shown that hanging biological model map in classroom is helpful to improve students' memorization ability. (2) the development of video students' participation in curriculum resources and the application of curriculum resources in classroom are helpful to improve students' classroom participation. After playing frequently in the experimental class that participated in the shooting and the control class 1 that did not participate in the shooting, The participation of students in the classroom increased, and the increase of the experimental class was higher than that of the control class 1, and the classroom participation of the two students was higher than that of the control class 2, which did not use video in the classroom. The application of curriculum resources developed by students in teaching is helpful to improve students' academic performance. The average score of the test paper in the experimental class was 30.84, the average score of the test paper in the first class was 31.4, and the average score of the test paper in the second class was 28.04. That is to say, the scores of the experimental class and the control class 1 using the video resources developed by the students are higher than those of the control class 2 without video. (3) the students of textbook drama have shown great enthusiasm for participating in the activities of biology textbook drama. They hope to carry out more similar activities, more opportunities to show themselves and exercise themselves, and students have put forward a lot of valuable suggestions for the development of biology textbook plays. To sum up, students' participation in the development of curriculum resources has stimulated students' interest in learning biology, and the application of the results of students' development in teaching has improved students' enthusiasm to participate in the classroom, and has also deepened their subject knowledge. The enhancement of biological literacy and other aspects have a certain role in promoting.
【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：2494397
[Abstract]:According to the teaching content of molecule and cell, this paper designs three topics: self-made biological wallchart, video making and textbook drama arrangement. Teachers and students make activity plans according to the content of the project, and students implement the program under the guidance of teachers to complete the development of biological curriculum resources. The developed results are applied to classroom teaching, and the effect is evaluated by questionnaire survey, test paper results, classroom observation, students' experience and so on. The results are as follows: (1) about the model students showing more attention to the curriculum resources they participate in the development, 70% of the students will often pay attention to the biological pattern map hanging in the classroom. 72% of the students will pay more attention to the biological pattern map they participate in drawing. In the examination of the relevant knowledge points of the final grade, the average score of the experimental class is 0.3 points higher than that of the control class, and the conversion percentage system is 4.23 points. It is shown that hanging biological model map in classroom is helpful to improve students' memorization ability. (2) the development of video students' participation in curriculum resources and the application of curriculum resources in classroom are helpful to improve students' classroom participation. After playing frequently in the experimental class that participated in the shooting and the control class 1 that did not participate in the shooting, The participation of students in the classroom increased, and the increase of the experimental class was higher than that of the control class 1, and the classroom participation of the two students was higher than that of the control class 2, which did not use video in the classroom. The application of curriculum resources developed by students in teaching is helpful to improve students' academic performance. The average score of the test paper in the experimental class was 30.84, the average score of the test paper in the first class was 31.4, and the average score of the test paper in the second class was 28.04. That is to say, the scores of the experimental class and the control class 1 using the video resources developed by the students are higher than those of the control class 2 without video. (3) the students of textbook drama have shown great enthusiasm for participating in the activities of biology textbook drama. They hope to carry out more similar activities, more opportunities to show themselves and exercise themselves, and students have put forward a lot of valuable suggestions for the development of biology textbook plays. To sum up, students' participation in the development of curriculum resources has stimulated students' interest in learning biology, and the application of the results of students' development in teaching has improved students' enthusiasm to participate in the classroom, and has also deepened their subject knowledge. The enhancement of biological literacy and other aspects have a certain role in promoting.
【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
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