在高中生物教育中建立生命化课堂
发布时间：2018-10-25 18:36
【摘要】：课堂教学是引导学生积极掌握科学文化知识和运用知识的活动过程,也是促进学生身心发展并使其符合社会价值标准和目标的活动。一线教师对这一教育理念已经有所关注、渗透,但在具体学科教学的实施过程中却往往难以达成。其中理科教学更是如此,其营造出的课堂注重学生对题目的解答、对概念的理解,很难达到新课程理念中有关情感、态度、价值观的要求。笔者认为高中生物教学不仅仅是教授学生相关的生物学科知识,了解生物的构造、生物界的组成和生物圈的结构,更重要的是让学生理解生物的概念和他本身存在的意义与价值,让学生学会爱护家园和每一个生物,珍惜自己的生命,更学会去关爱他人。因而理科教师在进行教学过程中应当融入更多的人文精神,其中生物课程是最易进行生命化课堂教育,从而使学生建立生命观。本研究分析了当前生物教学中存在的一些“非生命化”现象,以及造成这些非生命化现象的原因。目前影响生命化教学现状的因素主要有社会期许,现代教学功利化,教师因素和学生因素。根据这些原因笔者提出:生命化课堂教学中应紧密联系生活实际;师生之间地位平等、相互理解尊重并能够进行积极地互动沟通;教学过程还要在传授知识的同时对学生进行生命观的建立和生命的情感培养。笔者通过对高中生物教材中知识的挖掘,引导学生从生物统一性、多样性和延续性等方面入手,联系生活实际,以获得丰富的情感体验,让生命化课堂渗入高中生物教育,让生命观的建立在教学过程中能够落地生根。通过《生态系统的结构》的教学设计教会学生尊重、爱护生命,通过《减数分裂及受精作用》的教学教会学生感恩生命,最后通过生命课堂教学实践发现,学生在生活态度、生命观的形成及学习成绩方面均有较大的改善和提升。生命化教育是师生重新审视教育,回归生命自然的教育理念。其强调在学科教学中渗透人文视角的观察,并建立积极向上的生命观。笔者希望通过本文能够为现代生命化课堂的建立在高中生物教学中有所借鉴,也为自身马上进入生物教学队伍做好准备。
[Abstract]:Classroom teaching is an active process to guide students to master scientific and cultural knowledge and apply knowledge actively. It is also an activity to promote students' physical and mental development and to make them conform to social value standards and goals. The first line teachers have paid attention to and permeated this educational idea, but it is difficult to achieve it in the course of carrying out the teaching of specific subjects. The teaching of science is more like this. It is difficult to meet the requirements of emotion, attitude and values in the new curriculum concept by paying attention to the students' answers to the questions and understanding the concept of the new curriculum. The author thinks that biology teaching in senior high school is not only to teach students about biology, but also to understand the structure of biology, the composition of biology and the structure of biosphere. What is more important is to let students understand the concept of biology and the meaning and value of their own existence, so that students can learn to love their home and every living thing, cherish their own life, and learn to care for others. Therefore, science teachers should incorporate more humanistic spirit in the process of teaching, among which biology curriculum is the easiest to carry out life-oriented classroom education, so that students can establish a view of life. This study analyzes some "inanimate" phenomena in current biology teaching and the causes of these inanimate phenomena. At present, the factors that influence the present situation of life teaching mainly include social expectation, modern teaching utilitarianism, teacher factor and student factor. According to these reasons, the author puts forward that life classroom teaching should be closely connected with the reality of life, that teachers and students should have equal status, understand and respect each other, and be able to communicate with each other actively. In the process of teaching, students should be imparted with knowledge and the students should be set up their view of life and cultivate their emotion of life at the same time. By digging the knowledge in the biology teaching material of senior high school, the author guides the students to start with the unity, diversity and continuity of biology, connecting with the reality of life, in order to get rich emotional experience and let the life class infiltrate into the biology education of senior high school. Let the concept of life in the teaching process can take root. The teaching design of "structure of ecosystem" teaches students to respect and cherish life, and the teaching of "meiosis and fertilization" teaches students to be grateful for life. Finally, through life classroom teaching practice, it is found that students are living attitude. The formation of outlook on life and academic achievement have greatly improved and improved. Life-oriented education is the educational idea that teachers and students re-examine education and return to life nature. It emphasizes the penetration of humanistic perspective in subject teaching and the establishment of a positive outlook on life. The author hopes that this paper can be used for reference for the establishment of modern life classroom in senior high school biology teaching, but also ready for their own biology teaching team immediately.
【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
本文编号：2294494
[Abstract]:Classroom teaching is an active process to guide students to master scientific and cultural knowledge and apply knowledge actively. It is also an activity to promote students' physical and mental development and to make them conform to social value standards and goals. The first line teachers have paid attention to and permeated this educational idea, but it is difficult to achieve it in the course of carrying out the teaching of specific subjects. The teaching of science is more like this. It is difficult to meet the requirements of emotion, attitude and values in the new curriculum concept by paying attention to the students' answers to the questions and understanding the concept of the new curriculum. The author thinks that biology teaching in senior high school is not only to teach students about biology, but also to understand the structure of biology, the composition of biology and the structure of biosphere. What is more important is to let students understand the concept of biology and the meaning and value of their own existence, so that students can learn to love their home and every living thing, cherish their own life, and learn to care for others. Therefore, science teachers should incorporate more humanistic spirit in the process of teaching, among which biology curriculum is the easiest to carry out life-oriented classroom education, so that students can establish a view of life. This study analyzes some "inanimate" phenomena in current biology teaching and the causes of these inanimate phenomena. At present, the factors that influence the present situation of life teaching mainly include social expectation, modern teaching utilitarianism, teacher factor and student factor. According to these reasons, the author puts forward that life classroom teaching should be closely connected with the reality of life, that teachers and students should have equal status, understand and respect each other, and be able to communicate with each other actively. In the process of teaching, students should be imparted with knowledge and the students should be set up their view of life and cultivate their emotion of life at the same time. By digging the knowledge in the biology teaching material of senior high school, the author guides the students to start with the unity, diversity and continuity of biology, connecting with the reality of life, in order to get rich emotional experience and let the life class infiltrate into the biology education of senior high school. Let the concept of life in the teaching process can take root. The teaching design of "structure of ecosystem" teaches students to respect and cherish life, and the teaching of "meiosis and fertilization" teaches students to be grateful for life. Finally, through life classroom teaching practice, it is found that students are living attitude. The formation of outlook on life and academic achievement have greatly improved and improved. Life-oriented education is the educational idea that teachers and students re-examine education and return to life nature. It emphasizes the penetration of humanistic perspective in subject teaching and the establishment of a positive outlook on life. The author hopes that this paper can be used for reference for the establishment of modern life classroom in senior high school biology teaching, but also ready for their own biology teaching team immediately.
【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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