山东省平原县初中生物实验教学现状、问题及对策的研究

发布时间：2018-03-17 07:18

本文选题：生物实验　切入点：现状调查　出处：《陕西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：生物学是建立在实验基础上研究各种生命现象和生命活动规律的科学。生物学实验(尤其是初中阶段的生物实验)贴近现实生活,同时诸如环境污染、生态破坏、粮食短缺、资源匮乏等许多危害人类生存的难题,既需要依靠现代生物科学及技术的发展,也需要人类主动地在日常生活中了解和应用与生物学密切相关的知识与技能。生物学是以实验为基础的,发挥生物学应用价值的首要条件就是建立生物学实验与现实生活的联系。笔者在山东省平原县第五中学进行教育教学实践时发现,对于生物学这门课程,学生疲于应付考试,机械背诵知识点,鲜有学生了解生物学相关最新进展,更无法将课堂上学的生物学知识及技能与实际生活相联系。这种知识学习不符合青少年身心发展的一般特点,不符合教育改革发展及新课标对实验教学的要求,也非常不利于未来生物学的学科发展和社会的进步。实习期问笔者运用问卷调查法对山东省平原县初中生物学实验开设现状、学生对生物学实验的兴趣进行了抽样调查；并对学生的学业成绩及生物学实验知识应用能力进行了实证研究前后测,旨在探索在初中生物教学中开展实验生活化教学模式。调查发现：平原县初中生物学实验的开设率并不高,部分实验多以视频、图片结合老师讲解的形式进行演示实验,缺乏分组实验、调查活动以及实践活动；学生对生物学实验的兴趣淡薄；对生物学实验知识的应用能力更令人堪忧。因此,笔者在人本主义、建构主义以及杜威的“做中学”、陶行知的“生活教育”等理论研究和指导下,遵循最近发展区原理,设计了生物学实验生活化的四个模块：“联系生活,掌握知识”,“师生互动,探究生活”,“拓展延伸,回归生活”“实践应用,热爱生活”。这四个模块旨在逐步引导学生对生物学实验产生兴趣,能够紧密联系生活,并利用生物学实验技能去探究生活中的问题,最终能自主实践去实现生物学知识和技能的生活化。实证研究结果表明,实施生物学实验生活化教学模式后,实验班不仅对生物学产生了浓厚的兴趣,应用生物实验知识解决实际问题的能力显著提高,另外,在学业成绩、课堂满意度方面也有明显改善。而且,通过生物学实验生活化模式的应用,师生关系更加融洽,这无疑对班级凝聚力的形成具有潜在的促进作用,对于班主任的班级管理工作也具有一定的借鉴意义。本论文的研究中,笔者认真调查山东省平原县初中生物学实验开设现状并分析其中问题及出现的原因,提出生物学实验生活化教学模式并做了理论与实证研究,详细撰写了两篇具有代表性的“生活化教学模式”下初中生物学实验的教学设计。希望能够为山东省平原县及其他地区的初中生物学实验教学提供可参考、可借鉴的资料。
[Abstract]:Biology is a science based on experiments to study all kinds of life phenomena and the laws of life activities. Biological experiments (especially in junior high school) are close to real life, and at the same time, such as environmental pollution, ecological destruction, food shortage, The scarcity of resources and many other difficult problems endangering the survival of mankind require the development of modern biological science and technology. There is also a need for human beings to actively understand and apply in their daily lives knowledge and skills that are closely related to biology, which is based on experiments, The primary condition for giving full play to the value of biological application is to establish a link between biological experiments and real life. When the author carried out the educational and teaching practice in 5th Middle School in Pingyuan County, Shandong Province, I found that, for this course of biology, students are tired of coping with examinations. Mechanical recitation of knowledge points, few students are aware of the latest progress in biology, and can not connect the biological knowledge and skills learned in the classroom with the actual life. This kind of knowledge learning does not accord with the general characteristics of teenagers' physical and mental development. It does not meet the requirements of educational reform and development and the new curriculum standard for experimental teaching, and is also not conducive to the future development of biology and the progress of society. During the practice period, the author used the questionnaire method to set up biology experiments in Pingyuan County, Shandong Province. The students' interest in biological experiments was sampled, and the students' academic achievement and the ability of applying biological experimental knowledge were tested before and after the empirical study. The aim of this paper is to explore the experimental teaching mode of biology teaching in junior high school. The investigation shows that the opening rate of biology experiment in Pingyuan County is not high. Some experiments are demonstrated by video and pictures combined with the teacher's explanation. Lack of group experiments, investigation activities and practical activities; students' weak interest in biological experiments; their ability to apply biological experimental knowledge is even more worrying. Under the guidance of constructivism and Dewey's "learning by doing" and Tao Xingzhi's "life education", according to the principle of proximal development zone, four modules of biological experiment are designed: "connecting life, mastering knowledge", "interaction between teachers and students". "explore life", "expand and extend, return to life", "practical application, love life." these four modules are designed to gradually lead students to develop interest in biological experiments and be able to connect closely with life. And using biological experimental skills to explore the problems in life, finally can independently practice to achieve the biological knowledge and skills of life. The empirical research results show that, after the implementation of biological experimental life-oriented teaching model, The experimental class not only has a strong interest in biology, but also has a remarkable improvement in the ability to solve practical problems with biological experimental knowledge, in addition, in the aspects of academic achievement and classroom satisfaction. Through the application of the life mode of biological experiments, the relationship between teachers and students becomes more harmonious, which undoubtedly has a potential role in promoting the formation of class cohesion. In the study of this paper, the author carefully investigated the present situation of biology experiment in Pingyuan County, Shandong Province, and analyzed the problems and reasons. This paper puts forward the teaching mode of biological experiment, and makes theoretical and empirical research. This paper has written two typical teaching designs of biology experiment in junior high school under "living teaching mode" in detail. It is hoped that this paper can provide reference and reference materials for junior high school biology experiment teaching in Pingyuan County and other areas of Shandong Province.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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