高中生物课后练习的理论与实践研究
发布时间：2018-08-14 12:23
【摘要】：作为一门课程纳入我国教育史一百多年以来,生物学科一直承担着提高学生生物科学素养的重任。目前针对高中生物课后练习的研究相对缺乏,且当前的高中生物课后练习仍然存在许多弊端,已不能满足教育教学的需求。对高中生物课后练习进行研究,不仅能够推动课程改革的深化,还能丰富高中生物课后练习研究的相关理论并促进其有效实施。笔者采用了文献研究法、问卷调查法等研究方法,旨在通过系统性的视角,围绕高中生物课后练习的本体性特征、现状以及设计与实施流程等问题进行相关阐述。本文共包括以下六个部分的内容:第一部分阐述了问题提出的原因、研究目的与意义,并在对国内外相关研究进行梳理的基础上,得到了对本研究的启示,进而确立了本文所研究的课后练习的相关概念以及研究思路、研究方法等基本问题。第二部分是关于高中生物课后练习的本体性研究,提出了本研究的理论基础,根据高中生物课后练习的完成方式将其划分为五种类型,并总结出其功能。第三部分采用问卷调查法,分别以高中生物教师和学生为调查对象,对目前高中生物课后练习的设计与布置、评析与反馈、学生的喜好等问题做了调查,分析了目前存在的问题和问题产生的原因。第四部分阐述了高中生物课后练习设计与实施的基本流程,笔者将设计与实施划分为五个环节,并提出了具体的操作方法和设计原则。第五部分是设计案例与分析,笔者根据本文所阐述的设计流程与原则设计了相应的案例,并将此案例呈献给教学法教授、一线高中生物教师和教研员等进行验证与评价,结合给出的建议对案例进行了修改和完善。第六部分为结语部分,阐述了本文的结论、不足和研究展望。综合以上研究本文得出如下结论:课后练习是一个系统的动态过程;目前高中生物课后练习类型单一、设计缺乏针对性、学生在评析反馈环节中参与度低等问题比较突出;高中生物课后练习的设计与实施主要包括五个必要的环节,即:前端分析环节、编制设计环节、实施应用环节、评析反馈环节和反思总结环节;不同的类型的课后练习具有不同的特点与功能,其设计既有差异性又有统一性;依据本文所述的编制流程与原则所设计的课后练习案例符合新课程改革与高中生物课程标准的要求,有利于提高学生的生物科学素养。
[Abstract]:As a curriculum into the history of education in China for more than 100 years, biology has been shouldering the important task of improving students' biological scientific literacy. At present, the research on biology exercises in senior high school is relatively lacking, and the current biology exercises in senior high school still have many drawbacks, which can not meet the needs of education and teaching. The research on biology practice in senior high school can not only promote the deepening of curriculum reform, but also enrich the relevant theories and promote its effective implementation. The author adopts the research methods of literature research and questionnaire survey, aiming at expounding the ontological characteristics, current situation, design and implementation flow of biology exercises in senior high school from a systematic perspective. This paper consists of the following six parts: the first part describes the reasons for the problem raised, the purpose and significance of the research, and on the basis of combing the relevant research at home and abroad, get the inspiration to this study. Then it establishes the related concepts, research ideas, research methods and other basic problems of the post-class exercises studied in this paper. The second part is about the ontology study of biology practice in senior high school. It puts forward the theoretical basis of this study, divides it into five types and summarizes its function according to the completion mode of biology practice in senior high school. In the third part, the questionnaire is used to investigate the design and arrangement, comment and feedback, students' preference and so on of biology teachers and students in senior high school. The existing problems and the causes of the problems are analyzed. The fourth part expounds the basic process of the design and implementation of biology exercises in senior high school after class. The author divides the design and implementation into five links and puts forward the concrete operation methods and design principles. The fifth part is the design case and analysis. According to the design process and principle described in this paper, the author designs the corresponding case, and presents this case to the teaching method professor, the biology teacher and the teaching and research staff in the first line of senior high school to carry on the verification and the appraisal. The case is modified and perfected with the advice given. The sixth part is the conclusion, the deficiency and the research prospect. Synthesizing the above research, this paper draws the following conclusions: after class exercise is a dynamic process of system; at present, the practice type of biology after class in senior high school is single, the design lacks pertinence, the students' participation in the feedback link is low, and so on. The design and implementation of biology exercises in senior high school mainly include five necessary links, that is, front-end analysis, programming design, implementing application, evaluating feedback and introspecting and summing up; Different types of after-class exercises have different features and functions, and their designs are both different and uniform. According to the process and principles of this paper, the case of after-class exercises is in line with the requirements of the new curriculum reform and the high school biology curriculum standard, which is helpful to improve the students' biological science literacy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91
本文编号：2182850
[Abstract]:As a curriculum into the history of education in China for more than 100 years, biology has been shouldering the important task of improving students' biological scientific literacy. At present, the research on biology exercises in senior high school is relatively lacking, and the current biology exercises in senior high school still have many drawbacks, which can not meet the needs of education and teaching. The research on biology practice in senior high school can not only promote the deepening of curriculum reform, but also enrich the relevant theories and promote its effective implementation. The author adopts the research methods of literature research and questionnaire survey, aiming at expounding the ontological characteristics, current situation, design and implementation flow of biology exercises in senior high school from a systematic perspective. This paper consists of the following six parts: the first part describes the reasons for the problem raised, the purpose and significance of the research, and on the basis of combing the relevant research at home and abroad, get the inspiration to this study. Then it establishes the related concepts, research ideas, research methods and other basic problems of the post-class exercises studied in this paper. The second part is about the ontology study of biology practice in senior high school. It puts forward the theoretical basis of this study, divides it into five types and summarizes its function according to the completion mode of biology practice in senior high school. In the third part, the questionnaire is used to investigate the design and arrangement, comment and feedback, students' preference and so on of biology teachers and students in senior high school. The existing problems and the causes of the problems are analyzed. The fourth part expounds the basic process of the design and implementation of biology exercises in senior high school after class. The author divides the design and implementation into five links and puts forward the concrete operation methods and design principles. The fifth part is the design case and analysis. According to the design process and principle described in this paper, the author designs the corresponding case, and presents this case to the teaching method professor, the biology teacher and the teaching and research staff in the first line of senior high school to carry on the verification and the appraisal. The case is modified and perfected with the advice given. The sixth part is the conclusion, the deficiency and the research prospect. Synthesizing the above research, this paper draws the following conclusions: after class exercise is a dynamic process of system; at present, the practice type of biology after class in senior high school is single, the design lacks pertinence, the students' participation in the feedback link is low, and so on. The design and implementation of biology exercises in senior high school mainly include five necessary links, that is, front-end analysis, programming design, implementing application, evaluating feedback and introspecting and summing up; Different types of after-class exercises have different features and functions, and their designs are both different and uniform. According to the process and principles of this paper, the case of after-class exercises is in line with the requirements of the new curriculum reform and the high school biology curriculum standard, which is helpful to improve the students' biological science literacy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91
【参考文献】
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