基于高中生物课堂小组合作学习中存在的问题及对策研究

发布时间：2018-05-28 23:40

本文选题：合作学习 + 小组合作　；参考：《华中师范大学》2017年硕士论文

【摘要】：随着时代的发展和科技的进步,社会对学生合作意识的培养和合作能力的要求愈发严格。自新课程改革以来,合作学习受到了各学校各学科的青睐。与传统的教学方式相比,合作学习更有利于激发学习兴趣,并具有培养团队合作意识,发挥学生主体功能等优点。通过调查,笔者发现部分中学生物教师在采用合作学习这种教学策略时,存在一些问题,导致合作学习的效率大大降低。怎么做才能高效的进行小组合作学习,成为了教育界学者和广大一线教师普遍关心的话题。本文就高中生物课堂在使用小组合作学习进行教学的过程中存在的问题,从四个方面对其展开了研究:第一,检索文献并阅读整理相关资料,从中寻找出有关于合作学习的理论基础和研究进展。第二,对湖北省部分中学生物教师就其关于合作学习的认识、应用以及发现的问题等情况进行深入的访谈,了解合作学习的运用现状。第三,以第三者的角度对两位生物教师的生物课堂教学进行观察记录,分析小组合作学习在生物教学的实际运用中的问题及状况。最后,总结之前访谈以及实地观察到的问题,制定问卷,通过对学生进行问卷调查,验证合作学习中的这些问题是否存在。通过以上三种方式的调查研究,笔者发现生物课堂教学中合作学习的使用主要存在以下几方面的问题:一是教师缺乏实质性的把握与正确的引导;二是学生参与合作学习程度低、小组内成员表现不均衡;三是奖励机制不当导致小组间恶性竞争。针对调查研究中突显出的这些问题,笔者从教师、学生、学校、社会四方面进行了原因分析并提出以下几点建议:一是引导师生认同合作价值,二是选择合理教学内容,三是加强教师指导作用,四是营造良好合作氛围,五是培养锻炼学生思维能力,六是完善教学评价体系。最后,笔者希望通过对中学生物合作学习中浮现的问题调查以及解决策略的探讨研究,为合作学习这一教学模式在中学生物课堂中的有效实施提供一定的建议与帮助。
[Abstract]:With the development of the times and the progress of science and technology, the social requirements for the cultivation of students' cooperation consciousness and cooperation ability become more and more strict. Since the new curriculum reform, cooperative learning has been favored by various subjects in schools. Compared with the traditional teaching methods, cooperative learning is more conducive to stimulate learning interest, and has the advantages of cultivating the sense of team cooperation and giving play to the students' main function. Through the investigation, the author finds that some middle school biology teachers have some problems in adopting cooperative learning, which leads to a great decrease in the efficiency of cooperative learning. How to do it efficiently in group learning has become a topic of general concern to scholars and teachers in the field of education. In this paper, the problems existing in the teaching process of using group cooperative learning in senior high school biology classroom are studied from four aspects: first, searching the literature and reading and sorting out the relevant materials. Find out the theoretical basis and research progress of cooperative learning. Secondly, some middle school biology teachers in Hubei province are interviewed about their understanding, application and problems of cooperative learning to understand the current situation of cooperative learning. Third, observe and record the biology classroom teaching of the two biology teachers from the perspective of a third party, and analyze the problems and conditions of the practical application of cooperative learning in biology teaching. Finally, after summarizing the interview and the questions observed in the field, we make a questionnaire to verify the existence of these problems in cooperative learning. Through the investigation and research of the above three ways, the author finds that the use of cooperative learning in biology classroom teaching mainly has the following problems: first, teachers lack substantive grasp and correct guidance; The second is the low level of students' participation in cooperative learning and the uneven performance of the members in the group, and the third is that the improper reward mechanism leads to vicious competition among groups. In view of these problems highlighted in the investigation and research, the author analyzes the reasons from four aspects of teachers, students, schools and society and puts forward the following suggestions: first, to guide teachers and students to identify with the value of cooperation, and second, to choose reasonable teaching content. The third is to strengthen the teacher's guidance, the fourth is to create a good cooperative atmosphere, the fifth is to train the students' thinking ability, and the sixth is to perfect the teaching evaluation system. Finally, the author hopes to provide some suggestions and help for the effective implementation of cooperative learning in middle school biology classroom through the investigation of the problems emerging in biology cooperative learning in middle school and the study of solving strategies.
【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】：G633.91

【参考文献】