中学生物学教学与中华传统文化结合的应用研究

发布时间：2018-07-10 14:00

本文选题：中华传统文化 + 中学生物学教学　；参考：《聊城大学》2017年硕士论文

【摘要】：上下五千年的中华传统文化,博大精深、积厚流光,连接起了物质文明和精神文明的发展历史,是我国劳动人民勤劳与智慧的结晶。随着社会的发展和教育水平的不断提高,中华传统文化更是代表了我国的民族特色,象征着国家的文化软实力的强大,我们每一个人都有继承和弘扬民族文化的历史责任。中华传统文化中的许多方面都蕴含着丰富的生物学知识,无论是文学作品、医学书籍,还是农耕文化、谚语民谣等,都包含有大量的与中学生物学教学有关的生物学知识。将其与相关教学内容相结合,可以极大的提高学生的学习兴趣,开阔学生的知识视野,帮助对教学内容的理解与记忆。同时,通过渗透传统文化教育,实现生物学知识与文化素养双重提高的教学目标。论文分为六个部分,对中学生物学教学与中华传统文化相结合的有关内容进行了初步研究。作者对淄博地区五所高中的235名学生和40名生物教师进行相关调查、走访与座谈,得到非常有意义的第一手材料。第一部分,绪论。首先介绍了选题的背景和研究现状;本研究的目的和意义是通过了解当前生物学教学中结合中华传统文化的现状,以期望在理论和实践上提供一定的指导;在介绍了研究思路之后,说明了研究方法,主要采用文献研究法、问卷调查法和访谈调查法。第二部分,在生物学教学中运用中华传统文化的意义。二者的结合可以激发学生的学习兴趣,对学生进行审美教育,还能丰富教学内容,并渗透人文教育。第三部分,二者结合现状的调查结果及分析。通过对试卷的分析显示,学生喜爱中华传统文化,但了解程度不足,同时,学生对在生物学教学中运用中华传统文化表示了欢迎。对于教师来说,他们热爱中华传统文化,积累也较好,对两者结合也持肯定态度,但受时间、学生理解能力、素材不系统等方面的影响,教师在实际教学中对传统文化应用较少,实际运用效果不好。第四部分,笔者从文学知识、古代哲学、传统饮食文化、古代中医药知识和古代农业知识几个方面入手,整理分析了部分蕴含生物学知识的内容,以期为生物教师提供参考。第五部分,笔者就两者的结合提出了三条途径:有效利用课堂教学、在教学评价中渗透、利用活动课。结合研究现状和对教师的访谈分析提出几点建议:在课程编写中适当加入中华传统文化素材,提高生物教师对传统文化的认识,加强优秀传统教育教学理论的实践,合理选择素材,适当运用,不可本末倒置。第六部分,结语。对论文总结,并反思研究中的不足。
[Abstract]:The five thousand years of Chinese traditional culture, which is broad and profound, has accumulated the accumulated light, has connected the development history of material civilization and spiritual civilization, and is the crystallization of the industrious and wisdom of the working people of our country. With the development of society and the continuous improvement of education level, Chinese traditional culture represents the national characteristics of our country and symbolizes the strong soft power of the national culture. Each of us has the historical responsibility to inherit and carry forward the national culture. Many aspects of Chinese traditional culture contain abundant biological knowledge, including literature, medical books, farming culture, proverbs, folk songs, etc., which contain a large amount of biological knowledge related to biology teaching in middle schools. Combining it with related teaching contents can greatly improve students' interest in learning, broaden their knowledge horizon, and help them understand and memorize the teaching contents. At the same time, through the infiltration of traditional culture education, we can achieve the double improvement of biological knowledge and cultural literacy. The thesis is divided into six parts, and it makes a preliminary study on the combination of biology teaching and Chinese traditional culture in middle school. The author conducted a survey of 235 students and 40 biology teachers in five senior high schools in Zibo. The first part, introduction. The purpose and significance of this study are to understand the current situation of traditional Chinese culture in biology teaching and to provide some guidance in theory and practice. After introducing the research ideas, this paper explains the research methods, mainly using literature research, questionnaire survey and interview investigation. The second part, the significance of applying Chinese traditional culture in biology teaching. The combination of the two can stimulate students' interest in learning, educate students in aesthetics, enrich teaching contents and permeate humanistic education. The third part, the investigation result and analysis of the combination of the two. The analysis of the examination paper shows that the students like Chinese traditional culture, but their understanding is not enough. At the same time, the students welcome the application of Chinese traditional culture in biology teaching. For teachers, they love traditional Chinese culture, accumulate better, and have a positive attitude toward the combination of the two, but they are influenced by time, students' ability to understand, and materials that are not systematic. Teachers have little application of traditional culture in actual teaching, but the actual application effect is not good. In the fourth part, the author begins with the aspects of literature knowledge, ancient philosophy, traditional diet culture, ancient Chinese medicine knowledge and ancient agricultural knowledge, and analyzes some contents of biological knowledge in order to provide reference for biology teachers. In the fifth part, the author puts forward three ways to combine them: effective use of classroom teaching, infiltration in teaching evaluation, and use of activity lessons. Combined with the current situation of the research and the analysis of the interview with the teachers, some suggestions are put forward: adding the Chinese traditional culture materials to the curriculum development, improving the biology teachers' understanding of the traditional culture, and strengthening the practice of the excellent traditional education and teaching theory. Reasonable selection of materials, appropriate use, can not put the cart before the horse. The sixth part, conclusion. Summary of the paper, and reflect on the deficiencies in the study.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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