初中生物教学中渗透情商教育的应用研究

发布时间：2018-06-29 16:55

本文选题：生物学 + 初中　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：情商教育是指在情绪智力理论的指导下,结合教育学理论基础,关注学生情绪智力的发展,提高学生情商的教育理念。生物学课程是贯穿整个中学教育的基础性课程,在生物学教学过程中融入情商教育有利于培育学生的科学素养,促进其全面发展,包括智商情商的发展,并保障其身心健康。本研究以山东省单县实验中学初一两个班的学生为研究对象,通过问卷调查、教师访谈等方法,了解学生的情商状况,分析存在的问题后,运用创建和谐课堂、灵活使用教材、改进评价方式、利用生物学实验等策略在生物教学过程中渗透情商教育于教学,并进行了案例分析、学生访谈和问卷调查,对研究前后学生情商状况数据进行对比分析。主要研究结果如下:(1)在生物课教学中渗透情商教育应用研究之前,学生的总体情绪智力的平均分为2.72,说明学生的情商总体上呈现正向趋势,但情商各因素之间发展不平衡,各因素平均值由高到低依次为人际成分(3.16)、适应性成分(2.76)、压力管理(2.68)、个体内部成分(2.26)。(2)通过一学期的渗透情商教育实践,学生的情商水平有所提高,总体情绪智力平均分在渗透前后差异极显著(T=3.45,P0.01)。个体内部平均得分(T=2.17,P0.05)及压力管理平均得分(T=2.47,P0.05)在渗透前后差异均显著,学习兴趣及语言表达能力也有所提高。人际方面和适应性方面在渗透前后差异不大,但学生分析及解决问题的能力较之前有所提高。(3)在应用研究过程中与学生进行交流,发现其交流能力较之前有很大提高,言语中表现出对学习和生活的自信,其情绪状态良好,并愿意与其他同学分享互助,班级成员相处融洽,课堂气氛活跃。综上所述,生物课教学中渗透情商教育应用研究实施后,丰富了初中生物教学内容,学生学习生物课兴趣明显提高,自主学习能力增强,整体情商状况得到改善,促进了学生的全面发展,提升了生物课教学质量,实现了三维教学目标,教学过程中渗透情商教育可行有效。也为更好发展生物教学渗透情商教育的教学改革提供了基础数据。
[Abstract]:Under the guidance of emotional intelligence theory and the theoretical basis of pedagogy, EQ education focuses on the development of students' emotional intelligence and improves students'EQ. Biology course is the basic course that runs through the whole middle school education. The integration of EQ education in biology teaching process is beneficial to cultivate students' scientific literacy, promote their all-round development, including the development of IQ EQ, and ensure their physical and mental health. This research takes the students of the first and second grade in Shanxian Experimental Middle School as the research object, through questionnaire survey, teacher interview and other methods, to understand the situation of students' emotional quotient, to analyze the existing problems, to create a harmonious classroom, flexible use of teaching materials. The evaluation method was improved and EQ education was infiltrated into biology teaching by using biological experiment strategy. Case study, student interview and questionnaire survey were carried out to compare and analyze the data of EQ status before and after the study. The main results are as follows: (1) before permeating the applied research of EQ education in biology teaching, the average score of students' total emotional intelligence was 2.72, which indicated that the students'EQ showed a positive trend in general, but the development of EQ was not balanced among the factors. The average value of each factor from high to low was interpersonal (3.16), adaptability (2.76), stress management (2.68), and internal component (2.26). (2). The average score of total emotional intelligence was significantly different before and after osmosis (T _ (3.45) P _ (0.01). There were significant differences before and after infiltration between the two groups in the mean scores of internal (TX 2.17) and stress management (TX 2.47 P 0.05), as well as the improvement of learning interest and language expression ability. There was little difference in interpersonal aspect and adaptability before and after penetration, but the students' ability to analyze and solve problems was improved. (3) in the process of applied research, we found that their communication ability was much higher than that before. The speech shows confidence in study and life, good emotional state, and willing to share mutual help with other students, class members get along well, classroom atmosphere is active. To sum up, the applied research of EQ education in biology teaching has enriched the content of biology teaching in junior high school, the interest of students in learning biology course has been obviously increased, the ability of autonomous learning has been enhanced, and the overall situation of EQ has been improved. It promotes the all-round development of students, improves the teaching quality of biology course, realizes the goal of three-dimensional teaching, and infiltrates EQ education into teaching process is feasible and effective. It also provides basic data for the teaching reform of permeating EQ education in biology teaching.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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