高中生物教学中体验式教学案例的应用研究

发布时间：2018-06-12 16:31

本文选题：高中生物教学 + 体验式教学　；参考：《云南师范大学》2017年硕士论文

【摘要】：随着我国新课程改革的推进,许多新型教学方法进入了教育工作者的视野,其中体验式教学倍受青睐,已广泛应用于教学领域,并取得了许多成果,但保山市龙陵县第一中学高中生物教学中仍然采用传统方式教学,课堂上学生学习生物学的兴趣不高,对生物学的知识掌握不牢固,解决生物学问题的能力较弱,学习成绩不够理想。为改变这一状况,本研究借鉴开展体验式教学先行者之经验,将理论研究与龙陵一中生物教学现实情况相结合,以体验式教学的理念为指导思想,高中生物教材内容为核心,拟定了六种体验式教学策略,对应编制了八个教学案例,采用案例教学的模式,将体验式教学策略引入到高中生物教学中,为更好实现新课改的宗旨奠定基础。研究过程中,以龙陵一中高二年级4个理科班为研究对象,分别设立了两个实验班和两个对照班,进行了一个学期的体验式教学实验。在实施体验式教学实验前,对实验班和对照班的学生进行了问卷调查、访谈和阶段性高中生物试题测评,访谈和问卷调查的结果显示实验班和对照班的学生在对生物的学习兴趣和课堂收获方面基本相似,试题测评成绩差异不显著(P0.05)。在实施体验式案例教学后,再次对实验班和对照班的学生进行了问卷调查、访谈和高中生物试题测评。问卷调查和访谈结果显示实验班学生的生物学习兴趣、课堂收获和学习成功感明显高于对照班。将4次后测成绩与前测成绩进行统计学分析,结果显示对照班高中生物试题测评成绩好于对照班,差异极显著(P0.01)。结果显示,在体验式教学策略指导下的龙陵一中高中生物教学实践中,学生普遍欢迎以体验式教学案例开展的教学,体验式教学可提高学生学习生物的兴趣和生物学科的成绩。期望本研究中形成的六种体验式教学策略和对应的八个生物教学案例,对龙陵一中的高中生物教学改革和其他地域教学一线的生物教师具有参考价值。
[Abstract]:With the development of the new curriculum reform in China, many new teaching methods have entered the field of vision of educators, among which experiential teaching has been widely used in the field of teaching, and many achievements have been made. However, in the biology teaching of the first middle school in Longling County, Baoshan City, the traditional teaching method is still adopted. The students in the classroom are not interested in learning biology, have a weak grasp of biology knowledge, and have a weak ability to solve biological problems. The academic achievement is not good enough. In order to change this situation, this study draws lessons from the experience of developing experiential teaching pioneers, combines theoretical research with the reality of biology teaching in Longling No. 1 Middle School, takes the idea of experiential teaching as the guiding ideology, and the content of biology teaching materials in senior high school as the core. Six kinds of experiential teaching strategies have been drawn up and eight teaching cases have been compiled. The experiential teaching strategy has been introduced into biology teaching in senior high school to lay the foundation for better realization of the aim of the new curriculum reform. In the course of the study, two experimental classes and two control classes were set up, and the experimental teaching experiments were carried out for one semester. Before implementing the experiential teaching experiment, the students in the experimental class and the control class were investigated with questionnaires, interviews and periodic high school biology test tests. The results of interviews and questionnaires showed that the students in the experimental class and the control class were similar in their interest in biology learning and in classroom learning, and there was no significant difference in the test results. After the implementation of experiential case teaching, the students in the experimental class and the control class were surveyed, interviewed and evaluated again. The results of questionnaire and interview showed that the students in the experimental class had higher interest in biological learning, higher sense of success in class and success than those in the control class. The results showed that the scores of biological test in the control class were better than those in the control class, and the difference was very significant (P 0.01). The results show that in the practice of biology teaching in Longling No. 1 Middle School under the guidance of experiential teaching strategy, students generally welcome the teaching of experiential teaching cases, and experiential teaching can improve students' interest in learning biology and the achievement of biology. It is expected that the six experiential teaching strategies and the corresponding eight biological teaching cases in this study will be of reference value to biology teachers in senior high school biology teaching reform and other regional teaching lines in Longling No. 1 Middle School.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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