本文關(guān)鍵詞：高中生物課堂教學(xué)中學(xué)生問題意識(shí)培養(yǎng)的研究　出處：《曲阜師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 生物學(xué) 問題意識(shí) 現(xiàn)狀分析 培養(yǎng)途徑

【摘要】：科學(xué)探究和創(chuàng)新教育的根源都是問題意識(shí),因此,學(xué)生問題意識(shí)的培養(yǎng)是當(dāng)前教育教學(xué)的熱點(diǎn)問題。本研究通過對(duì)高中生物課堂教學(xué)中學(xué)生問題意識(shí)培養(yǎng)的研究,了解目前高中學(xué)生生物問題意識(shí)的現(xiàn)狀以及教師培養(yǎng)學(xué)生問題意識(shí)的現(xiàn)狀;分析了目前高中生問題意識(shí)薄弱的原因;進(jìn)一步提出了培養(yǎng)學(xué)生問題意識(shí)的途徑。旨在為教師的教學(xué)提供一定的理論指導(dǎo)并且進(jìn)一步充實(shí)關(guān)于高中生物課堂教學(xué)中學(xué)生問題意識(shí)培養(yǎng)的理論研究。本研究主要運(yùn)用了文獻(xiàn)法、問卷調(diào)查法、數(shù)理統(tǒng)計(jì)法等。論文的主體共分為五個(gè)部分:第一部分,導(dǎo)論。主要闡述了研究背景、國內(nèi)外研究現(xiàn)狀、研究意義、研究目的和方法,為高中生物課堂教學(xué)中學(xué)生問題意識(shí)的培養(yǎng)研究提供了一定的理論基礎(chǔ)。第二部分,概述。通過對(duì)問題意識(shí)培養(yǎng)的理論進(jìn)行分析,明確了問題意識(shí)的概念、理論基礎(chǔ)以及培養(yǎng)學(xué)生問題意識(shí)的重要性。第三部分,高中生物課堂教學(xué)中學(xué)生問題意識(shí)培養(yǎng)現(xiàn)狀的調(diào)查。通過對(duì)學(xué)生進(jìn)行問卷調(diào)查了解目前學(xué)生生物問題意識(shí)的現(xiàn)狀,并通過生物問題意識(shí)水平評(píng)價(jià)表調(diào)查分析學(xué)生問題意識(shí)水平的高低,通過對(duì)教師進(jìn)行問卷調(diào)查了解目前學(xué)生問題意識(shí)培養(yǎng)的現(xiàn)狀,在此基礎(chǔ)上發(fā)現(xiàn)目前學(xué)生問題意識(shí)存在的問題:對(duì)問題意識(shí)的認(rèn)識(shí)不足;發(fā)現(xiàn)問題的能力比較薄弱。教師在培養(yǎng)學(xué)生問題意識(shí)方面存在的不足:教師自身對(duì)問題意識(shí)的認(rèn)識(shí)不足;對(duì)培養(yǎng)學(xué)生問題意識(shí)的重視度停留在思想層面,有待進(jìn)一步落實(shí)。最后,進(jìn)一步分析了學(xué)生問題意識(shí)薄弱的原因。第四部分,學(xué)生問題意識(shí)的培養(yǎng)途徑。針對(duì)學(xué)生問題意識(shí)薄弱的現(xiàn)狀,結(jié)合相關(guān)資料,提出了培養(yǎng)學(xué)生問題意識(shí)的途徑:落實(shí)學(xué)校培養(yǎng)目標(biāo);在生物課上創(chuàng)造條件,培養(yǎng)學(xué)生的問題意識(shí);擺脫生物教材限制,豐富教學(xué)內(nèi)容;注重過程性評(píng)價(jià),積極評(píng)價(jià)學(xué)生;教師與學(xué)生角色的正確定位;改革“標(biāo)準(zhǔn)化考試”。第五部分,結(jié)論與反思。對(duì)本研究做了全面的總結(jié),并對(duì)研究中存在的不足進(jìn)行了反思。
[Abstract]:The root of scientific inquiry and innovative education is the awareness of the problem, therefore, to cultivate students' problem consciousness is a hot topic in current education teaching. Through the study on the cultivation of students' question consciousness in high school biology classroom teaching, learn about the present situation of cultivating students' consciousness of teachers and students' awareness of biological problems of high school; analyzes the reasons of consciousness the weakness of the current high school students; further puts forward the way to cultivate students' awareness of problems. In order to provide some theoretical guidance for teachers' teaching and further enrich the theoretical research on the development of students' problem consciousness in high school biology classroom teaching. This research mainly uses the literature method, questionnaire survey method, mathematical statistics and so on. The main body is composed of divided into five parts: the first part is introduction. It mainly describes the research background, research status at home and abroad, research significance, research purpose The method provides a theoretical basis for the cultivation of students' question consciousness in high school biology classroom teaching. The second part summarized. Through the analysis of problem consciousness theory, defines the concept of problem consciousness, theoretical basis and the importance of cultivating students' problem consciousness. In the third part, the investigation of high school biology classroom teaching of middle school students the problem consciousness of the current training. Students learn about the present situation of biological problem awareness through a questionnaire survey of students, and the biological problem awareness level evaluation scale investigation and analysis of students' problem consciousness level height, understand the current situation of cultivation of students' awareness of problems through the questionnaire survey on teachers, the students' problem consciousness problems found on the basis of: lack of awareness of the problem consciousness; the ability to find the problem is relatively weak. Teachers in cultivating students' problem consciousness Shortcomings: lack of knowledge of teachers' problem consciousness; to develop students' problem consciousness in the importance of staying in the ideological level, need to be further implemented. Finally, further analysis of the reasons of students' problem consciousness is weak. In the fourth part, students' problem consciousness cultivation way. According to the present situation of students' problem consciousness is weak, combined with the relevant the data, the paper puts forward ways to train students' problem consciousness: the implementation of the objectives of the school culture; to create conditions in the biology class, cultivate students' awareness of the problem; get rid of biological material restrictions, enrich the teaching content; focusing on the process of evaluation, positive evaluation of students; the correct positioning of roles of teachers and students; reform "exam" standard. The fifth part, conclusion and reflection. This study summarized, and the deficiencies in the study of the reflection.

【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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