初中生物学教学三维目标的设计和实践研究

发布时间：2018-01-22 00:17

本文关键词： 初中生物学教学三维目标设计与实践现状策略　出处：《广西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：钟启泉教授认为：“三维目标”的教学设计是新课程改革不可回避的核心课题,离开了“三维目标”的所谓“有效教学”研究简直是南辕北辙。课程改革理念需要通过三维目标实践落实到课堂中,因此围绕“三维目标”的课堂的设计和实践研究是了解生物学新课程理念在教师教学过程中的实施情况的依据。本文研究的教学三维目标属于目标体系中最基本、最具体的层次,它规定着课堂教学基本方向,是教师进行教学活动,展开教学评价的直接依据。本文通过采用对教师教案中三维目标的文本分析、问卷调查和课堂观察三种途径,调查初中生物教师在教学中对三维目标的认识、设计和实践的具体情况。调查发现,教学三维目标的设计和实践中,主要存在以下三点问题：(1)教师目标意识薄弱,缺乏对教学三维目标的研究。(2)教学三维目标设计走形式,缺乏有力的教学指导。(3)教学三维目标实践中机械化、花哨化。主要表现在教学三维目标落实在实际教学过程中,预设的三维目标形同虚设,在教学环节中并未体现,目标达成与实际教学环节存在脱节；教师在教学三维目标实施中侧重体现教学方式的多样化,对目标达成重视度不够；教学三维目标的实施机械化,不能灵活调整。针对教学三维目标设计和实践现状存在的问题,结合对义务教育生物学教科书和教学参考书的系统分析以及对相关文献的研究,提出初中生物学教学三维目标的设计策略要研读课标,分析教材内容和学生的学习情况,按照课标主题目标——单元、章目标——节、课时目标的设计步骤,整体把握、逐级分解的原则上进行设计。目标的陈述包括主体、行为、条件、程度四个要素,“三维”目标缺一不可。教学三维目标的实践中,笔者提出可通过区别于传统教学设计方法的逆向设计法,以目标为导向进行教学评价、教学安排的设计。课堂教学中师生互动渗入三维目标,课堂导入时及时准确揭示学习目标,结合生物教学案例说明三维度目标达成性的评价实施效果。关于三维目标的研究主要停留在理论层面上,而且研究范围适用比较广。本文将三维目标落实到生物学学科上,具体到最基本的层面即课堂教学实践上。论文研究成果的呈现伴随着生物学教学案例,易于教师理解,所提出的相关策略为教师提供可操作性的流程参考。针对课堂三维目标的设计和实践情况,采用教案分析和调查问卷两种方式进行,从整体上把握教师在实际教学中对三维目标落实情况,从而为后续课堂观察,观察的内容提供指导性。三种研究方法相结合,使得研究的结果更加可靠。
[Abstract]:Professor Zhong Qiquan believes that the teaching design of "three dimensional goals" is an unavoidable core subject in the new curriculum reform. The research of "effective teaching" without the "three-dimensional goal" is simply diametrically opposed. The idea of curriculum reform needs to be implemented in the classroom through the practice of three-dimensional goal. So it revolves around the "three-dimensional target." The classroom design and practical research are the basis to understand the implementation of the new biology curriculum concept in the teaching process of teachers. The teaching three-dimensional goal of this paper belongs to the most basic objective system. The most specific level, which stipulates the basic direction of classroom teaching, is the direct basis for teachers to carry out teaching activities and carry out teaching evaluation. Questionnaire survey and classroom observation are three ways to investigate the understanding, design and practice of the three-dimensional goal in the teaching of biology teachers in junior high school. The investigation shows that the design and practice of the three-dimensional goal in teaching. There are three main problems: 1) the teacher's awareness of goal is weak, and the lack of research on the teaching three-dimensional goal. 2) the teaching three-dimensional goal design takes shape. Lack of effective teaching instruction. 3) Mechanization and grandeur in the practice of three dimensional teaching objectives, mainly in the implementation of three dimensional teaching objectives in the actual teaching process, the presupposition of the three dimensional objectives in the virtual. In the teaching link, there is a disconnection between the goal achievement and the actual teaching link. Teachers focus on the diversification of teaching methods in the implementation of three-dimensional teaching objectives, and pay less attention to the achievement of goals. The implementation of three-dimensional teaching goal mechanization, can not be flexibly adjusted, aimed at teaching three-dimensional goal design and practice of the existing problems. Combining with the systematic analysis of the biology textbooks and teaching reference books of compulsory education and the research on the related documents, the paper puts forward the design strategy of the three dimensional goal of biology teaching in junior high school to study the curriculum standard. This paper analyzes the content of the textbook and the students' learning situation, according to the design steps of the subject goal-unit, the chapter goal-section, the class time goal, and holds the whole. The principle of stepwise decomposition is designed. The statement of goal includes four elements: subject, behavior, condition and degree. The "three-dimensional" goal is indispensable in the practice of teaching three-dimensional goal. The author puts forward that through the reverse design method which is different from the traditional teaching design method, the goal oriented teaching evaluation, the design of teaching arrangement and the interaction between teachers and students in classroom teaching can be carried out. When the classroom is introduced, the learning goal is revealed in time and accurately, and the evaluation effect of the achievement of the three-dimensional goal is illustrated by the biology teaching case. The research on the three-dimensional goal mainly stays on the theoretical level. And the scope of the research is relatively wide. This paper will implement the three-dimensional objectives on the subject of biology, specific to the most basic level, that is, classroom teaching practice. The results of the paper with the presentation of biological teaching cases. It is easy for teachers to understand, the proposed relevant strategies for teachers to provide operational process reference. According to the design and practice of classroom three-dimensional objectives, the use of teaching plan analysis and questionnaire two ways. In order to provide guidance for the follow-up classroom observation and observation content, teachers can grasp the implementation of the three-dimensional goal in the actual teaching as a whole. The combination of the three research methods makes the research results more reliable.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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