反思性教学在初中生物学中的应用研究
发布时间：2018-11-11 21:04
【摘要】：基础教育课程改革对教师提出了新的要求,要求教师不再仅仅是传道授业的“教书匠”了,而要不断地提高自身的专业发展,努力成为“研究型的教师”。反思性教学就是以教师的发展为直接目的,是教师借助行动研究不断探究与解决自身和教学目的以及教学工具等方面的问题,将“学会教学”与“学会学习”结合起来,努力提升教学实践的合理性,使自己成为“研究型”教师的过程。反思性教学是教师持续进步的基础,是提高教学水平的关键,是创造性的实施新课程的保证。本文利用文献法、问卷调查法、访谈法对初中生物学反思性教学的现状进行调查并加以分析,以了解目前初中生物学反思性教学中存在的问题,并提出了相应的解决策略。最后结合初中生物学教学阐述了反思性教学的过程,并呈现了反思性教学在初中生物学中的应用案例,为一线教师的教学和相关研究工作提供参考。首先,通过发放调查问卷和实地访谈对烟台市初中生物学教师反思性教学的现状进行调查,结果发现目前烟台市芝罘区、莱山区、开发区、福山区的初中生物学反思性教学存在以下几点问题:(1)教师对反思性教学的认知不到位;(2)教师缺乏反思性教学的意识;(3)教师课后缺乏及时反思;(4)反思的内容不全面;(5)反思的方式缺乏多样性。然后,针对初中生物学教师反思性教学目前出现的实际问题,提出了相应的解决策略。(1)鼓励教师学习,提升理论认识;(2)营造反思氛围,提高反思性教学的意识;(3)结合课程特点,优化反思内容;(4)把握反思时机,善于发现问题;(5)运用多种方式发现问题。最后,结合初中生物学教学详细的介绍了反思性教学的过程,包括:发现问题-提出假设-实际验证-评价与反思。然后通过反思再次发现新问题。反思性教学的过程就是这样一个不断螺旋式提升的过程,不断地使教学实践更加合理化,促进教师的专业发展。并且以《爱护植被,绿化祖国》一章的学习为例,具体介绍了反思性教学的实施,为一线的初中生物学教师提供一定的参考。
[Abstract]:The basic education curriculum reform has put forward new requirements for teachers, asking them not only to be "teaching craftsmen", but to constantly improve their professional development and strive to become "research-type teachers". Reflective teaching is to take the development of teachers as the direct purpose. It is for teachers to constantly explore and solve the problems of themselves and teaching purposes and teaching tools by means of action research, and combine "learning teaching" with "learning to learn". Try to improve the rationality of teaching practice, make oneself become the process of "research type" teacher. Reflective teaching is the foundation of teachers' continuous progress, the key to improve teaching level, and the guarantee of creative implementation of the new curriculum. This paper investigates and analyzes the current situation of reflective teaching of biology in junior high school by means of literature, questionnaire and interview, in order to understand the problems existing in reflective teaching of biology in junior high school, and put forward the corresponding solutions. At last, the paper expounds the process of reflective teaching and presents the application cases of reflective teaching in junior high school biology teaching, which provides a reference for first-line teachers' teaching and related research work. First of all, through issuing questionnaires and field interviews to investigate the current situation of reflective teaching of biology teachers in junior high school in Yantai City, the results show that Zhifu District, Laishan District, Development Zone of Yantai City at present, The following problems exist in the reflective teaching of biology in Fushan: (1) the teachers' cognition of reflective teaching is not in place; (2) teachers lack the consciousness of reflective teaching; (3) teachers lack timely reflection after class; (4) the content of reflection is not comprehensive; (5) the ways of reflection are lack of diversity. Then, in view of the practical problems of reflective teaching of biology teachers in junior high school, the paper puts forward the corresponding solutions: (1) encouraging teachers to learn and improve their theoretical understanding; (2) creating a reflective atmosphere and raising the awareness of reflective teaching; (3) to optimize the content of reflection according to the characteristics of curriculum; (4) to grasp the opportunity of reflection and be good at finding problems; (5) to find problems in various ways. Finally, the paper introduces the process of reflective teaching in detail, including: discovering the problem-putting forward hypothesis-reality verification-evaluation and reflection. Then through reflection to find new problems again. The process of reflective teaching is such a spiraling process, which makes teaching practice more reasonable and promotes teachers' professional development. Taking the study of "protecting vegetation and Greening our country" as an example, this paper introduces the implementation of reflective teaching in detail, and provides a certain reference for biology teachers in junior middle school.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
，
本文编号：2326129
[Abstract]:The basic education curriculum reform has put forward new requirements for teachers, asking them not only to be "teaching craftsmen", but to constantly improve their professional development and strive to become "research-type teachers". Reflective teaching is to take the development of teachers as the direct purpose. It is for teachers to constantly explore and solve the problems of themselves and teaching purposes and teaching tools by means of action research, and combine "learning teaching" with "learning to learn". Try to improve the rationality of teaching practice, make oneself become the process of "research type" teacher. Reflective teaching is the foundation of teachers' continuous progress, the key to improve teaching level, and the guarantee of creative implementation of the new curriculum. This paper investigates and analyzes the current situation of reflective teaching of biology in junior high school by means of literature, questionnaire and interview, in order to understand the problems existing in reflective teaching of biology in junior high school, and put forward the corresponding solutions. At last, the paper expounds the process of reflective teaching and presents the application cases of reflective teaching in junior high school biology teaching, which provides a reference for first-line teachers' teaching and related research work. First of all, through issuing questionnaires and field interviews to investigate the current situation of reflective teaching of biology teachers in junior high school in Yantai City, the results show that Zhifu District, Laishan District, Development Zone of Yantai City at present, The following problems exist in the reflective teaching of biology in Fushan: (1) the teachers' cognition of reflective teaching is not in place; (2) teachers lack the consciousness of reflective teaching; (3) teachers lack timely reflection after class; (4) the content of reflection is not comprehensive; (5) the ways of reflection are lack of diversity. Then, in view of the practical problems of reflective teaching of biology teachers in junior high school, the paper puts forward the corresponding solutions: (1) encouraging teachers to learn and improve their theoretical understanding; (2) creating a reflective atmosphere and raising the awareness of reflective teaching; (3) to optimize the content of reflection according to the characteristics of curriculum; (4) to grasp the opportunity of reflection and be good at finding problems; (5) to find problems in various ways. Finally, the paper introduces the process of reflective teaching in detail, including: discovering the problem-putting forward hypothesis-reality verification-evaluation and reflection. Then through reflection to find new problems again. The process of reflective teaching is such a spiraling process, which makes teaching practice more reasonable and promotes teachers' professional development. Taking the study of "protecting vegetation and Greening our country" as an example, this paper introduces the implementation of reflective teaching in detail, and provides a certain reference for biology teachers in junior middle school.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
，
本文编号：2326129
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2326129.html
