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  本文關(guān)鍵詞：高中生物教學(xué)設(shè)計中的問題、歸因及對策研究　出處：《陜西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中生物 教學(xué)設(shè)計 問題 歸因 對策

【摘要】：教學(xué)設(shè)計是進(jìn)行有效課堂教學(xué)的前提和關(guān)鍵。通過教學(xué)設(shè)計,教師可以對教學(xué)活動過程有整體的把握,為下一階段的教學(xué)奠定良好基礎(chǔ)�！镀胀ǜ咧猩镎n程標(biāo)準(zhǔn)(實(shí)驗(yàn))》強(qiáng)調(diào)教學(xué)設(shè)計的重要性,對教學(xué)設(shè)計中的教學(xué)目標(biāo)、教學(xué)策略、教學(xué)內(nèi)容和教學(xué)評價的表述進(jìn)行了規(guī)定。通過筆者為期半年的實(shí)習(xí)觀察,發(fā)現(xiàn)教師只重視教學(xué)過程卻輕視教學(xué)設(shè)計其它要素的現(xiàn)象普遍存在。通過在CNKI和Springer link上的文獻(xiàn)檢索發(fā)現(xiàn),雖然國內(nèi)生物教師對于教學(xué)設(shè)計的關(guān)注程度逐漸提高,但研究內(nèi)容主要集中在基于某種理論的生物教學(xué)設(shè)計研究、對生物教學(xué)設(shè)計某一環(huán)節(jié)的研究以及基于某一堂課的教學(xué)設(shè)計三個方面。由此可見,關(guān)于高中生物教學(xué)設(shè)計存在的問題、出現(xiàn)問題的原因以及解決問題的對策缺乏深入研究。因此,本研究確定研究的問題為：一、展現(xiàn)目前高中生物教學(xué)設(shè)計的現(xiàn)狀,找出存在的問題并修正；二、找出教學(xué)設(shè)計存在問題的原因；三、提出解決教學(xué)設(shè)計存在問題的策略。針對本研究確定的研究問題,本研究采用觀察法、文獻(xiàn)分析法、測評法、訪談法、案例分析法五種研究方法。本文首先采用了觀察法,對高中生物教師集體備課時的表象進(jìn)行描述,由此進(jìn)一步確定研究問題。其次,采用文獻(xiàn)分析法,在CNKI和Springer link中對近十年的文獻(xiàn)進(jìn)行檢索,經(jīng)篩選確定了120篇文獻(xiàn),并且從圖書館借閱圖書五十本作為參考。通過認(rèn)真閱讀和分析以上文獻(xiàn),本研究對教學(xué)設(shè)計的概念、緣起、依據(jù)、本質(zhì)、特征和模式進(jìn)行梳理,確定根據(jù)教學(xué)設(shè)計四大要素和教師對教學(xué)設(shè)計的“知”“情”“意”進(jìn)行高中生物教學(xué)設(shè)計現(xiàn)狀研究。第三,使用測評法,編制“高中生物教學(xué)設(shè)計測評提綱”,對300份高中生物教學(xué)設(shè)計進(jìn)行測評,找出教學(xué)設(shè)計存在的問題,得到統(tǒng)計結(jié)果。第四,使用案例分析法,找出并修正有代表性案例中的錯誤,最終獲得評述性觀點(diǎn)。最后,采用訪談法,對70位高中生物教師進(jìn)行訪談,找出教學(xué)設(shè)計存在問題的原因,并依據(jù)訪談內(nèi)容和相關(guān)理論找出問題解決策略。通過采用以上研究方法,本研究取得了以下研究成果：一是明晰了高中生物教學(xué)設(shè)計的現(xiàn)狀,對教學(xué)設(shè)計中存在的各項(xiàng)問題進(jìn)行了統(tǒng)計分析并得到統(tǒng)計學(xué)結(jié)果,選擇部分教學(xué)設(shè)計案例進(jìn)行剖析,規(guī)范教學(xué)設(shè)計書寫和表述；二是找出了生物教學(xué)設(shè)計存在問題的原因,即教師對教學(xué)設(shè)計的“認(rèn)知”“情感”“態(tài)度”均存在不同程度的不足；三是提出解決教學(xué)設(shè)計問題的策略,即優(yōu)化《教師教學(xué)用書》的編寫,正確發(fā)揮《教師教學(xué)用書》輔助作用,學(xué)�；蚪萄胁块T開展“教學(xué)設(shè)計培訓(xùn)”以及完善“教學(xué)設(shè)計評批機(jī)制”,激發(fā)教師進(jìn)行教學(xué)設(shè)計的內(nèi)部動機(jī)三個方面。本研究通過對相關(guān)理論、300份教學(xué)設(shè)計案例及70位高中生物教師進(jìn)行研究,得出以下結(jié)論：一、一線高中生物教師的教學(xué)設(shè)計在教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)策略和教學(xué)評價四個方面存在問題,亟需解決；二、教學(xué)設(shè)計存在問題源自教師對教學(xué)設(shè)計的“認(rèn)知”“情感”“態(tài)度”存在不足,需要彌補(bǔ)；三、優(yōu)化《教師教學(xué)用書》的編寫、學(xué)�；蚪萄胁块T開展“教學(xué)設(shè)計培訓(xùn)”和激發(fā)教師教學(xué)設(shè)計動機(jī)是解決教學(xué)設(shè)計存在的問題的有效對策。
[Abstract]:The teaching design is the premise and key of effective classroom teaching. Through the teaching design, teachers can have an overall grasp of the teaching process, to lay a good foundation. Ordinary high school biology curriculum standard for the next stage of teaching (Experiment) "emphasizes the importance of teaching design, teaching of teaching design, teaching objectives, teaching strategies the content and teaching evaluation of expressions was provided. Through the six-month internship observation, found the teachers only pay attention to teaching but ignore the teaching design of other elements in CNKI and Springer. Through the link literature search found that although the domestic biological teachers pay close attention to the teaching design gradually increased, but the main research contents focus on some biological teaching design based on the theory of biology teaching in design of a link and a lesson based on teaching. Three. Thus, about the existence of high school biology teaching design problems, in-depth study of the causes of the problems and the countermeasures to solve the problem of lacking. Therefore, the study to determine the research questions as follows: first, to show the present situation of high school biology teaching design, find out the existing problems and correction; two, find out the existing problems. Teaching design; three, solutions to the problems of strategy teaching design. According to the research questions identified, this study adopts observation method, literature analysis method, evaluation method, interview method, case analysis method of five kinds of research methods. This paper uses the observation, description of the collective preparation of high school biology teachers the appearance, thus further study to determine the problem. Secondly, using the method of literature analysis in CNKI and Springer link for nearly ten years of literature retrieval, 120 articles were selected, and from The library to borrow fifty books for reference. Through careful reading and analysis of the above documents, the research on the teaching design concept, origin, basis, essence, characteristic and mode of carding, determined according to the teaching design of four factors and teachers on the teaching design of "knowledge" and "emotion" and "meaning" of the high school biology teaching design status study. Third, use of evaluation method, preparation of high school biology teaching design evaluation outline ", carried on the evaluation to 300 senior high school biology teaching design, teaching and find out the problems existing in the design, statistical results. Fourth, use case analysis, find and correct errors in the representative case, final review viewpoint. Finally using interviews, interviews with 70 senior high school biology teachers, find out the causes of the problems of teaching design, and on the basis of solving strategy interview content and related theory to find out the problem. By using the The above research methods, this research has made the following findings: one is making clear the situation of the high school biology teaching design, the teaching problems in the design are analyzed and the statistical results, select the part of teaching design case analysis, specification writing and expression of teaching design; the two is to find out the causes of the problems of biological the teaching design, teachers on the teaching design of "cognitive" and "emotional" and "attitude" have different degrees of deficiency; three is put forward to solve the problems in instructional design strategies that optimize the teachers' teaching book written < >, < > the right to play the teachers' teaching book supporting role, school or research departments to carry out "teaching design training" and improve the teaching design of "criticism mechanism" three aspects to stimulate teachers design teaching motivation. Based on the related theory, 300 Teaching The research of design cases and 70 high school biology teachers, we draw the following conclusions: first, design a teaching high school biology teachers in the teaching goal, teaching contents, existing problems, four aspects of teaching strategies and teaching evaluation to solve design problems; two, teaching from the teachers in the teaching design of "cognitive" and "emotional" "attitude" is insufficient, need to make up; three, optimize teachers' teaching book written < >, to carry out school or teaching department of instructional design training and stimulate teachers' teaching design motivation is the effective measures to solve the problems of teaching design.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.91

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本文編號：1355695