反思性教学在高中生物实验课的实践研究

发布时间：2018-11-25 22:14

【摘要】：生物学是一门以观察和实验为基础的学科,实验是生物科学的灵魂。如何提高高中生物实验课的教学质量已成为基础教育生物课程改革的热点话题。反思性教学研究对提高教学质量和促进教师专业发展具有重要的理论价值和实践价值。本文主要对高中生物实验的反思性教学进行四方面的研究:第一,通过研读和分析相关的文献资料,综述了反思性教学的国内外研究现状、理论基础、特征和意义,并尝试提出了对反思性教学内涵的看法。笔者认为反思性教学是内隐思维活动和外显实践活动的综合表现,其指教师作为教学主体,结合教师的教和学生的学,以教育教学理论、教学活动、他人的教学经验以及教育的社会伦理道德意义为主要认知对象,用批判的眼光对其进行积极、持续和周密地审视,从而努力提升教学实践的合理化,促进教师自我专业发展的过程。第二,以自编式教师问卷对广州市15所高中共132位高中生物教师进行了问卷调查和访谈,以了解高中生物实验课实施反思性教学的现状。结果表明:89.39%的高中生物教师具有较强的反思意识;78.79%的教师对反思性教学的理解和认知比较全面;79%的教师能积极主动的在课前、课中、课后开展反思性教学工作;对教学价值、教学实践和教学环境的反思水平总体较高。不同教龄、学历、职称、学校类别的教师在反思性教学认知、内容、层次、类型和策略上存在一定差异。但同时也存在一些问题:如7.57%的教师对知识价值的认识较为片面;只有9.09%的教师会开展行动研究;反思性教学的途径和方法单一化;学校的反思制度和反思氛围以及教师自身所掌握的反思性教学知识和策略制约着反思水平的发展。第三,笔者根据调查现状提出了提高高中生物教师实验教学反思性教学能力的对策。一方面,学校和社会应营造良好的反思环境和氛围,健全相关制度,开展有效的教师培训,为教师实施反思性教学创造有利的客观条件。另一方面,教师应有自觉反思的意识,加强学科专业知识、教育教学知识、实践性知识的学习和积累,并灵活运用反思性教学策略,提高生物教学质量。第四,笔者利用教育实习机会,在实验课中展开了常规教学和反思性教学的对比实验研究。结果表明:反思性教学策略是可行有效的。反思性教学能明显提高学生学习生物实验的积极性;能提高学生的分析问题、解决问题和实验创新能力;能有效提高学生的生物学业成绩;但不能提高学生学习生物实验的兴趣。
[Abstract]:Biology is a subject based on observation and experiment. Experiment is the soul of biological science. How to improve the teaching quality of biology experiment course in senior high school has become a hot topic in basic education biology curriculum reform. Reflective teaching research has important theoretical and practical value in improving teaching quality and promoting teachers' professional development. This paper mainly studies the reflective teaching of biology experiment in senior high school in four aspects: first, by reading and analyzing the relevant literature, the paper summarizes the current research situation, theoretical basis, characteristics and significance of reflective teaching at home and abroad. And try to put forward the reflection teaching connotation view. The author thinks that reflective teaching is the comprehensive manifestation of implicit thinking activity and explicit practice activity, which refers to the teacher as the main body of teaching, the combination of teacher's teaching and students' learning, and the teaching theory and teaching activity. The teaching experience of others and the social ethical and moral significance of education are the main cognitive objects, and they are examined positively, continuously and carefully with critical eyes, so as to improve the rationalization of teaching practice. The process of promoting teachers' self-professional development. Secondly, 132 senior high school biology teachers in 15 senior high schools in Guangzhou were investigated and interviewed by self-designed teacher questionnaire, in order to understand the current situation of reflective teaching in biology experiment course in senior high school. The results show that 89.39% of high school biology teachers have a strong sense of reflection, 78.79% of teachers have a comprehensive understanding and cognition of reflective teaching; 79% of the teachers can actively carry out reflective teaching before, during and after class, and the level of reflection on teaching value, teaching practice and teaching environment is generally higher. There are some differences in reflective teaching cognition, content, level, type and strategy among teachers of different teaching age, academic background, professional title and school type. However, there are also some problems: 7.57% teachers have a one-sided understanding of the value of knowledge, only 9.09% teachers will carry out action research, the ways and methods of reflective teaching are single. The school's reflective system and atmosphere as well as teachers' own reflective teaching knowledge and strategies restrict the development of reflective level. Thirdly, according to the investigation, the author puts forward some countermeasures to improve the reflective teaching ability of biology teachers in senior high school. On the one hand, schools and society should create a good environment and atmosphere for reflection, perfect relevant systems, carry out effective teacher training, and create favorable objective conditions for teachers to implement reflective teaching. On the other hand, teachers should be conscious of the consciousness of reflection, strengthen the study and accumulation of subject and specialty knowledge, educational and teaching knowledge and practical knowledge, and flexibly use reflective teaching strategies to improve the quality of biology teaching. Fourthly, the author makes use of the opportunity of educational practice to carry out the comparative experimental study of conventional teaching and reflective teaching in the experimental class. The results show that reflective teaching strategy is feasible and effective. Reflective teaching can obviously improve students' enthusiasm in learning biological experiments, improve students' ability to analyze problems, solve problems and experiment innovation, effectively improve students' academic achievement in biology. However, it can not improve the students' interest in studying biological experiments.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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