范例教学在高中生物教学中的实践研究

发布时间：2018-06-15 23:11

本文选题：高中生物 + 范例教学　；参考：《南京师范大学》2017年硕士论文

【摘要】：新课程要求教师更新教育观念,重建教学方式,因此,寻找适合知识经济社会背景下的教学方法显得尤为重要。范例教学理论作为20世纪中叶的“新三大理论流派”之一,在今天仍然对我国的教育改革与发展具有重要的理论和实践意义。范例教学理论提出,教学内容要遵循基本性、基础性和范例性三大原则,强调让学生通过对范例的分析、讨论与思考,获得其中最具有典型性和规律性的知识和方法,转变传统教学的“从一般到个别”为“从个别到一般”,提升学生理解问题的能力、总结概括的能力,并起到“触类旁通”、“闻一知十”的效果。研究内容包括范例教学产生的时代背景、理论基础、含义与概念、研究现状及其与我国新课程改革的关系,力求在新课程背景下对范例教学理论进行再认识,并结合目前高中生物学科的特点,对范例教学在高中生物教学中的应用进行可行性分析,阐述高中生物新授课与复习课实施范例教学的必要性。根据范例教学理论强调的“三条基本原则”、“三个统一”、“五个分析”与“四个阶段”的要求,设计了适用于高中生物学课的范例教学的模式:范例分析、归类迁移、总结规律、实践应用。以现实的生物课堂为载体,探讨范例教学理论如何在生物课堂教学中进行应用,并结合新课程理念和笔者的实习经历,编写范例教学的课堂实践课例。论文采取的研究方法包括:文献阅读法、问卷调查法、访谈法、实验研究法等。通过阅读相关文献,综述范例教学的国内外研究现状;通过调查问卷,测查范例教学对学生学习生物的兴趣和态度的影响;通过对学生进行随机访谈,获取学生对范例教学的认可度情况;通过统计学生考试成绩,检测范例教学对学生的生物学业成绩的影响。结果表明,将范例教学的模式运用于高中生物课堂,可以提高学生对生物学习的兴趣,转变学生学习生物学的态度;尤其是在复习课上实施范例教学可以克服知识繁多的困难,使学生转变对复习课“枯燥无味”的固有看法,提高教师教学和学生学习的效率。论文最后,笔者对范例教学在高中生物教学中的实施进行了反思,期待研究成果得到不断的充实与改进。总的来说,范例教学在高中生物课堂的实施是可行的、有效的,是适应新课程改革的、可借鉴的一种教学模式。
[Abstract]:The new curriculum requires teachers to renew their educational concepts and rebuild their teaching methods. Therefore, it is very important to find teaching methods suitable for the knowledge economy society. As one of the "new three theoretical schools" in the middle of the 20th century, the model teaching theory still has important theoretical and practical significance for the educational reform and development of our country today. The theory of case teaching suggests that the teaching content should follow the three principles of basic, basic and exemplary, and emphasize that students should acquire the most typical and regular knowledge and methods through the analysis, discussion and thinking of the examples. To change the traditional teaching from "from general to individual" to "from individual to general", to enhance the students' ability to understand problems, to sum up the ability of generalization, and to play the effect of "understanding by analogy" and "learning by one's knowledge". The research contents include the background of the era, the theoretical basis, the meaning and the concept, the research status and the relationship with the new curriculum reform of our country, and try to re-understand the theory of example teaching under the background of the new curriculum. Combined with the characteristics of biology in senior high school at present, this paper makes a feasibility analysis on the application of example teaching in biology teaching in senior high school, and expounds the necessity of implementing example teaching in new teaching and reviewing course of biology in senior high school. According to the requirements of "three basic principles", "three unity", "five analysis" and "four stages" emphasized in the theory of case teaching, this paper designs a model of example teaching for senior high school biology courses: case analysis, classification and transfer. Summarize the law and practice the application. Taking the real biology classroom as the carrier, this paper discusses how to apply the paradigm teaching theory in the biology classroom teaching, and combines with the new curriculum idea and the author's practice experience, compiles the example classroom practice lesson example of the example teaching. The research methods adopted in this paper include: literature reading method, questionnaire survey, interview method, experimental research method and so on. Through reading the relevant literature, summarizes the domestic and foreign research status of example teaching; through the questionnaire, to test the impact of sample teaching on students' interest and attitude in biology learning; through random interviews with students, Through statistics of students' test results, the influence of example teaching on students' biological academic achievement is tested. The results show that applying the model of paradigm teaching to biology classroom in senior high school can increase students' interest in biology learning and change students' attitude towards biology, especially in reviewing class, it can overcome many difficulties of knowledge. Make students change the "boring" inherent view of the review class, improve the efficiency of teaching and students learning. At the end of the paper, the author reflects on the practice of example teaching in biology teaching in senior high school, and expects the research results to be enriched and improved constantly. In general, the implementation of paradigm teaching in senior high school biology classroom is feasible, effective, adapted to the new curriculum reform and can be used for reference.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

【参考文献】