生活化教学在高中生物课堂的实践应用

发布时间：2018-07-10 08:23

本文选题：生活化教学 + 高中生物课堂　；参考：《重庆师范大学》2017年硕士论文

【摘要】：我国的新课改中已经开始重视课程内容与现实生活的联系。而当前部分高中生物课堂教学仍处于脱离学生实际生活的现状,实施生活化教学有利于改善课堂里师生缺乏互动、课堂气氛沉闷的教学氛围,能够有效地训练学生运用知识解决问题的能力,高质量地达到三维教学目标。本课题致力于生活化教学在高中生物课堂的实践应用研究,力图使生物课堂走出脱离学生实际生活的教学盲区,为生活化教学在高中生物课堂的实践提供一些思路。笔者以重庆市渝东北地区某重点中学高一年级五个平行班的学生作为研究对象,人教版普通高中标准实验教科书生物必修1《分子与细胞》为教学材料,通过问卷调查、案例研究、实证研究等方法,开展为期三个月的教学实践。研究中,以课堂实例为载体,先列举出当前高中生物课堂中实施生活化教学的几点误区,并作适当的分析与反思。在此基础上,紧扣教材内容归纳出生活化教学的五大教学策略——精选生活化课程资源,创设生活情境;建构学科知识与社会生活的联系,巩固知识;重视实验教学,带给学生生活体验;布置生活化作业,体验学以致用;关注“与生物学有关的职业”,为学生的职业选择提供参考。为了探究此生活化教学策略能否对高中生学习生物课程的感受产生影响,产生怎么样的影响以及能否提高学业成绩,通过问卷调查和学业检测两种形式,检验教学实践效果,结果如下:问卷调查的结果显示,生活化教学前后,学生在学习兴趣、学习态度、学习行为、对生物知识的运用、对生物课程的期望及其对个人发展的影响等五个方面都发生了明显变化。表示对生物课有学习兴趣的学生比例从近70%上升到85%;端正学习态度的学生比例由56.03%上升到79.61%;学习行为更加自律的学生比例由50.19%上升到74.62%;会运用生物知识解决问题的学生比例由41.25%上升到76.92%;认为生物知识重要,愿意在未来继续学习生物学的学生比例也上升到64.61%。对比生活化教学实践前后的学业测试成绩,五个班级学生的生物成绩均有明显提高。从学业检测的成绩来看,各班的平均分和及格率在生活化教学实践后都有所提高,五个班级总的平均分由55.52上升至63.44,及格率由30.00%上升到72.31%。T检验表明,实践前后的学业测试成绩存在极显著差异。生活化教学实践结果表明:生活化教学能够在一定程度上唤醒学生的学习热情,培养和激发学生的学习动机;对端正学习态度,改善学习行为习惯也有一定的积极影响;有利于学生主动在实践中检验知识,并重新审视生物学的重要性,同时能在一定程度上提高学业成绩。
[Abstract]:China's new curriculum reform has begun to attach importance to the link between curriculum content and real life. At present, some senior high school biology classroom teaching is still in the current situation of being divorced from students' actual life. The implementation of life teaching is conducive to improving the classroom atmosphere of teachers and students lacking of interaction, and the classroom atmosphere is dull. It can effectively train students to use knowledge to solve problems and achieve high-quality three-dimensional teaching objectives. This subject is devoted to the practical application of life teaching in senior high school biology classroom, and tries to make biology classroom go out of the blind zone of students' actual life, and provide some ideas for the practice of life teaching in high school biology classroom. The author takes the students of five parallel classes in the first grade of a key middle school in the northeast of Chongqing as the research object. The standard experiment textbook of biology required 1 (Molecular and Cell) in the ordinary senior high school is used as the teaching material, and the questionnaire survey is carried out. Case study, empirical research and other methods, three-month teaching practice. In the study, taking classroom examples as the carrier, this paper lists some misunderstandings in the implementation of life teaching in senior high school biology classroom, and makes appropriate analysis and reflection. On the basis of this, five teaching strategies of life-oriented teaching are summarized: selecting the curriculum resources of life, creating life situation, constructing the connection between subject knowledge and social life, consolidating knowledge, attaching importance to experimental teaching. It brings students' life experience, arranges the life assignment, experiences the study for practical use, pays attention to "the profession related to biology", and provides the reference for the student's career choice. In order to find out whether this life-oriented teaching strategy can affect the feeling of senior high school students' learning biology course, what kind of influence it has and whether it can improve the academic achievement, this paper tests the effect of teaching practice through questionnaire survey and academic examination. The results are as follows: the results of the questionnaire survey show that, before and after the life teaching, the students' learning interest, attitude, behavior and application of biological knowledge, The expectation of biology curriculum and its influence on personal development have changed obviously. The proportion of students expressing interest in biology has increased from nearly 70% to 85%; the proportion of students with positive learning attitude has increased from 56.03% to 79.61%; the proportion of students with more self-discipline has increased from 50.19% to 74.62%; and the proportion of students who have applied biological knowledge to solve problems has increased. The percentage of students increased from 41.25% to 76.92%. The percentage of students willing to continue studying biology in the future also rose to 64.61. Compared with the academic test scores before and after the teaching practice, the biological scores of the students in the five classes were significantly improved. According to the results of academic examination, the average score and pass rate of each class increased after the teaching practice. The total average score of the five classes increased from 55.52 to 63.44, and the pass rate rose from 30.00% to 72.31.T test showed that the average score of the five classes increased from 55.52 to 63.44, and the passing rate increased from 30.00% to 72.31.T. There are significant differences in academic test scores before and after practice. The results of teaching practice show that life teaching can arouse students' learning enthusiasm to some extent, cultivate and stimulate students' learning motivation, have a positive effect on correct learning attitude and improve learning behavior. It is helpful for students to test their knowledge in practice and to re-examine the importance of biology, and to improve their academic achievement to a certain extent.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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