發(fā)布時(shí)間：2018-02-22 05:12

  本文關(guān)鍵詞： PBL教學(xué) 普通高中 生物新授課 實(shí)踐研究　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：新一輪的基礎(chǔ)教育改革對(duì)我國(guó)基礎(chǔ)教育影響深遠(yuǎn),取得了卓越成效,但也表現(xiàn)出明顯的地區(qū)差異。其中以筆者工作學(xué)校為典型的經(jīng)濟(jì)落后地區(qū)的普通高中教育存在兩大弊端：一方面學(xué)生整體素質(zhì)下降,無(wú)學(xué)習(xí)興趣和團(tuán)隊(duì)合作意識(shí)；另一方面教師教學(xué)方法和手段落后。而基于問(wèn)題的學(xué)習(xí)(PBL)對(duì)于培養(yǎng)學(xué)生的問(wèn)題意識(shí)和探究精神能發(fā)揮顯著作用,為普通高中的新課改提供了思路。本文通過(guò)簡(jiǎn)介PBL的理論知識(shí),界定PBL的概念,分析PBL的基本特征,論證PBL是符合新課改理念的教學(xué)策略。在此基礎(chǔ)上,闡明在生物課教學(xué)引入PBL的意義,嘗試在高中生物新授課中進(jìn)行教學(xué)實(shí)踐,分析評(píng)價(jià)其教學(xué)效果,反思總結(jié)存在的問(wèn)題,由此提出普通高中生物新授課開展PBL教學(xué)的建議。論文的實(shí)踐研究部分以《細(xì)胞的物質(zhì)輸入和輸出》單元的教學(xué)為案例,對(duì)PBL教學(xué)過(guò)程進(jìn)行了展示,通過(guò)實(shí)踐擬定開展PBL教學(xué)的操作程序。案例賦予學(xué)生治理鹽堿地的農(nóng)業(yè)專家角色,要求學(xué)生完成一份鹽堿地治理方案；以此為基礎(chǔ)開展PBL的合作學(xué)習(xí),最后集中展示學(xué)生的學(xué)習(xí)成果。通過(guò)PBL學(xué)習(xí),學(xué)生掌握了細(xì)胞的物質(zhì)輸入和輸出的相關(guān)理論知識(shí),而且能夠靈活運(yùn)用解決實(shí)際問(wèn)題,發(fā)展了學(xué)生的創(chuàng)新思維和解決問(wèn)題能力。最后通過(guò)對(duì)實(shí)踐結(jié)果的分析,歸納實(shí)踐研究結(jié)論與研究不足,提出優(yōu)化PBL教學(xué)的建議。
[Abstract]:The new round of basic education reform has a profound impact on the basic education of our country, and has achieved remarkable results. However, there are also obvious regional differences. Among them, there are two drawbacks in the ordinary high school education in the economically backward areas, which are typical of the author's working school: on the one hand, the students' overall quality has declined, they have no interest in learning and their sense of teamwork; On the other hand, teachers' teaching methods and means are backward, and problem-based learning can play a significant role in cultivating students' awareness of problems and exploring spirit, which provides a way of thinking for the new curriculum reform in ordinary high schools. This paper introduces the theoretical knowledge of PBL. This paper defines the concept of PBL, analyzes the basic characteristics of PBL, and proves that PBL is a teaching strategy in accordance with the new curriculum reform idea. On this basis, it expounds the significance of introducing PBL into biology teaching, and attempts to carry out teaching practice in the new biology teaching in senior high school. This paper analyzes and evaluates its teaching effect, reflects on the existing problems, and puts forward some suggestions for developing PBL teaching in the new teaching of biology in senior high school. The practical research part of the thesis takes the teaching of "material input and output of cells" unit as a case study. The teaching process of PBL is demonstrated and the operating procedure of PBL teaching is drawn up through practice. The case gives students the role of agricultural experts in the treatment of saline-alkali land and requires students to complete a plan of saline-alkali land management. On this basis, the cooperative learning of PBL is carried out, and the final focus is on showing the students' learning results. Through the study of PBL, the students have mastered the relevant theoretical knowledge of the material input and output of the cells, and have been able to solve practical problems flexibly. Finally, through the analysis of the practical results, the author concludes the conclusions of the practical research and the insufficiency of the research, and puts forward some suggestions on how to optimize the PBL teaching.
【學(xué)位授予單位】：華中師范大學(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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相關(guān)期刊論文 前2條

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本文編號(hào)：1523710