小学科学课的生态课堂研究
发布时间：2019-04-30 09:07
【摘要】：生态课堂理论是生态学原理与教学实践活动相结合而产生的新的教育理论,为解决小学科学课堂中的教学问题和把握教育活动的方向提供了新的思路。依据教育生态学原理,小学科学生态课堂是由教育者、学习者和周围环境组成的动态循环系统。各生态因子之间通过物质、能量和信息的流通维持平衡,任何一个生态因子出现问题都会危及整个课堂生态系统的稳定。本文以生态课堂理论为指导,主要运用实际调查法和跨学科研究的方法对小学科学课堂教学中存在的非生态现状进行了深入剖析,完善了生态课堂理论与小学科学教育实践相结合的实证研究。并且在研究过程中阐述了小学科学教师应树立开放型教育理念、注重改善课堂精神环境、提高教学反思意识等新的观点,在此基础上提出了建设小学科学生态课堂的若干建议。本文共由以下五个部分组成:第一部分主要介绍选题背景,国内外研究综述,研究目的和意义,研究思路、方法以及本研究的创新之处。第二部分依次对小学生态课堂的概念、特征和功能进行介绍,形成生态课堂的理论框架,为本研究奠定理论基础。第三部分基于小学生态课堂的理念,运用文献法、实际调查法和跨学科研究方法对四所小学的科学课堂的教学情况进行实地调查,并对调查数据进行客观分析,指出小学科学课堂中的教学现状和存在的异化现象。最后,着重对产生非生态现象的原因进行剖析。第四部分主要从教学准备阶段、教学过程、教学评价和教学反思四个阶段提出构建小学科学生态课堂的有效策略。在分析过程中结合大量的调查数据和教学案例以增强本研究的实用性和可操作性。第五部分主要对本研究进行梳理和总结,并陈述本研究的现实意义。
[Abstract]:Ecological classroom theory is a new educational theory which comes from the combination of ecological principle and teaching practice. It provides a new way to solve the teaching problems in primary school science classroom and grasp the direction of educational activity. According to the principle of educational ecology, primary school science ecological classroom is a dynamic circulatory system composed of educators, learners and surrounding environment. The balance between the ecological factors is maintained through the flow of material, energy and information. Any ecological factor problems will endanger the stability of the whole classroom ecosystem. Under the guidance of ecological classroom theory, this paper makes a deep analysis of the non-ecological status quo of primary school science classroom teaching by means of practical investigation and interdisciplinary research. Perfect the ecological classroom theory and primary school science education practice of the combination of empirical research. In the course of the research, the author expounds that the primary school science teachers should set up the open education idea, pay attention to improving the classroom spirit environment, and raise the teaching reflection consciousness and so on. On this basis, it puts forward some suggestions for the construction of the primary school science ecological classroom. This paper consists of the following five parts: the first part mainly introduces the background of the topic, domestic and foreign research review, research purpose and significance, research ideas, methods and the innovation of this study. In the second part, the concept, characteristics and functions of ecological classroom in primary school are introduced, and the theoretical framework of ecological classroom is formed, which lays a theoretical foundation for this study. The third part, based on the idea of ecological classroom in primary schools, makes an on-the-spot investigation on the teaching situation of scientific classroom in four primary schools by means of documentary method, practical investigation method and interdisciplinary research method, and makes an objective analysis of the survey data. This paper points out the present situation and dissimilation of teaching in primary school science classroom. Finally, the causes of non-ecological phenomena are emphatically analyzed. The fourth part puts forward the effective strategies of constructing scientific ecological classroom in primary school from four stages: teaching preparation stage, teaching process, teaching evaluation and teaching reflection. In order to enhance the practicability and maneuverability of this study, a large number of investigation data and teaching cases are combined in the process of analysis. The fifth part mainly combs and summarizes this research, and states the practical significance of this research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6
本文编号：2468661
[Abstract]:Ecological classroom theory is a new educational theory which comes from the combination of ecological principle and teaching practice. It provides a new way to solve the teaching problems in primary school science classroom and grasp the direction of educational activity. According to the principle of educational ecology, primary school science ecological classroom is a dynamic circulatory system composed of educators, learners and surrounding environment. The balance between the ecological factors is maintained through the flow of material, energy and information. Any ecological factor problems will endanger the stability of the whole classroom ecosystem. Under the guidance of ecological classroom theory, this paper makes a deep analysis of the non-ecological status quo of primary school science classroom teaching by means of practical investigation and interdisciplinary research. Perfect the ecological classroom theory and primary school science education practice of the combination of empirical research. In the course of the research, the author expounds that the primary school science teachers should set up the open education idea, pay attention to improving the classroom spirit environment, and raise the teaching reflection consciousness and so on. On this basis, it puts forward some suggestions for the construction of the primary school science ecological classroom. This paper consists of the following five parts: the first part mainly introduces the background of the topic, domestic and foreign research review, research purpose and significance, research ideas, methods and the innovation of this study. In the second part, the concept, characteristics and functions of ecological classroom in primary school are introduced, and the theoretical framework of ecological classroom is formed, which lays a theoretical foundation for this study. The third part, based on the idea of ecological classroom in primary schools, makes an on-the-spot investigation on the teaching situation of scientific classroom in four primary schools by means of documentary method, practical investigation method and interdisciplinary research method, and makes an objective analysis of the survey data. This paper points out the present situation and dissimilation of teaching in primary school science classroom. Finally, the causes of non-ecological phenomena are emphatically analyzed. The fourth part puts forward the effective strategies of constructing scientific ecological classroom in primary school from four stages: teaching preparation stage, teaching process, teaching evaluation and teaching reflection. In order to enhance the practicability and maneuverability of this study, a large number of investigation data and teaching cases are combined in the process of analysis. The fifth part mainly combs and summarizes this research, and states the practical significance of this research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6
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