本文關(guān)鍵詞： 初中生物 學(xué)案教學(xué) 探究型學(xué)案　出處：《蘇州大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：在全國上下開展新一輪課程改革的大背景下,學(xué)案教學(xué)作為一種新型的教學(xué)方式脫穎而出,其有效性深得師生的認(rèn)可和贊賞。但學(xué)案在長期的使用中也出現(xiàn)了越來越多的問題,尤其是學(xué)生的主體性沒有得到很好的體現(xiàn),學(xué)生的自主探究、合作學(xué)習(xí)等能力沒有得到提高。因此,筆者提出了探究型學(xué)案教學(xué),試圖改善當(dāng)前初中生物學(xué)案教學(xué)的種種弊端,培養(yǎng)學(xué)生的主體性和探究精神,讓學(xué)生在獲取知識的同時各項(xiàng)能力也得到發(fā)展。本文綜合運(yùn)用了文獻(xiàn)研究法、問卷調(diào)查法、訪談法和實(shí)驗(yàn)法,對初中生物學(xué)教學(xué)中探究型學(xué)案編制與實(shí)施進(jìn)行了深入的研究。主要包括以下幾個部分:首先,對本校初中生物學(xué)教學(xué)中學(xué)案的使用現(xiàn)狀進(jìn)行調(diào)查,分析和總結(jié)其中的存在問題,為研究探究型學(xué)案的編制與實(shí)施提供依據(jù)和參考。其次,從建構(gòu)主義理論、人本主義理論、最近發(fā)展區(qū)理論和探究性學(xué)習(xí)理論闡述了初中生物學(xué)教學(xué)中探究型學(xué)案編制與實(shí)施的理論基礎(chǔ)。再次,主要探討了初中生物探究型學(xué)案編制的基本原則和模塊,并列舉了學(xué)案案例。初中生物探究型學(xué)案編制的基本原則主要有:主體性原則、探究性原則、巧設(shè)情境原則、遵循課標(biāo)和教材原則、關(guān)注個體差異原則。探究型學(xué)案的模塊一般分為七個部分:①展示目標(biāo),明確思路;②創(chuàng)設(shè)情境,激發(fā)探究;③依案導(dǎo)學(xué),自主探究;④合作探究,解答釋疑;⑤歸航拾貝,學(xué)有所獲;⑥當(dāng)堂訓(xùn)練,鞏固新知;⑦拓展練習(xí),遷移升華。第四部分詳細(xì)闡述了初中生物探究型學(xué)案實(shí)施策略和實(shí)施過程。筆者結(jié)合教學(xué)實(shí)踐和前人的研究,總結(jié)出探究型學(xué)案實(shí)施的策略主要有:強(qiáng)化學(xué)生的主體意識、營造和諧民主的學(xué)習(xí)氣氛、科學(xué)地確立發(fā)展目標(biāo)、對學(xué)生加強(qiáng)學(xué)法指導(dǎo)、定位好師生教與學(xué)的關(guān)系、注重小組合作學(xué)習(xí)。在實(shí)施過程中以主體性、探究性作為貫穿整個探究型學(xué)案教學(xué)的主線。第五部分,通過實(shí)證研究檢驗(yàn)初中生物探究型學(xué)案的教學(xué)效果。在教學(xué)實(shí)踐中首先從實(shí)驗(yàn)班與對照班的學(xué)業(yè)成績進(jìn)行研究,同時從自主學(xué)習(xí)、主動探究、合作學(xué)習(xí)等維度來研究實(shí)驗(yàn)班在使用探究型學(xué)案前后學(xué)習(xí)情況的變化。研究證實(shí):應(yīng)用探究型學(xué)案教學(xué)使學(xué)生的主體性得到充分體現(xiàn);學(xué)生在知識建構(gòu)的探究過程中自主學(xué)習(xí)、探究能力等得到很好的培養(yǎng);教師的主導(dǎo)作用在教學(xué)中也得到充分的發(fā)揮。最后,闡明本文的研究結(jié)論,深刻反思了探究型學(xué)案在實(shí)踐中出現(xiàn)的問題,并指出本研究的不足之處,有待今后繼續(xù)探索,不斷完善這一研究。
[Abstract]:Under the background of carrying out a new round of curriculum reform in the whole country, as a new type of teaching method, the teaching of learning plan has gained recognition and appreciation from teachers and students. However, there are more and more problems in the long-term use of school plan. Especially the students' subjectivity has not been well reflected, the students' ability of independent inquiry and cooperative learning has not been improved. Therefore, the author puts forward the inquiry learning plan teaching, trying to improve the current junior high school biology learning plan teaching malpractice. In order to cultivate students' subjectivity and inquiring spirit, students' ability to acquire knowledge is also developed. This paper makes use of the methods of literature research, questionnaire survey, interview and experiment. This paper makes an in-depth study on the establishment and implementation of inquiry learning case in biology teaching in junior high school. It mainly includes the following parts: firstly, the current situation of the use of the case in biology teaching in junior high school is investigated. Analysis and summary of the existing problems, for the study of the establishment and implementation of inquiry learning cases to provide the basis and reference. Secondly, from the constructivism theory, humanism theory, The theory of the proximal development area and the theory of inquiry learning expounds the theoretical basis of the establishment and implementation of inquiry learning plan in biology teaching of junior high school. Thirdly, it mainly discusses the basic principles and modules of the compilation of inquiry learning plan in junior high school biology. And enumerates the case of study case. The basic principles of junior high school biology inquiry learning case compilation mainly include: subjectivity principle, inquiry principle, skillful setting situation principle, following curriculum standard and teaching material principle, Pay attention to the principle of individual difference. The module of inquiry learning case is generally divided into seven parts: 1 display goal, clear thinking and create situation, stimulate inquiry 3 to guide learning according to the case, explore independently and cooperate to explore, answer the questions and answer the questions and go home to pick up the shellfish. In the 4th part, the author expatiates on the implementation strategy and process of the biological inquiry learning plan in junior high school. The author combines the teaching practice with the previous research. Summing up the strategies of carrying out the inquiry learning case: strengthening the students' subjective consciousness, creating a harmonious and democratic learning atmosphere, scientifically establishing the development goal, strengthening the guidance of the learning method for the students, and positioning the relationship between teachers and students' teaching and learning. Focus on group cooperative learning. In the process of implementation, subjectivity, inquiry as the main line throughout the teaching of inquiry learning plan. Part 5th, In the teaching practice, we first study the academic achievements of the experimental class and the control class, at the same time, from the independent learning, actively explore, The study proves that the application of inquiry case teaching can fully reflect the students' subjectivity, and students learn independently during the inquiry process of knowledge construction. The ability of inquiry has been well cultivated, and the leading role of teachers has been given full play in teaching. Finally, the conclusions of this paper are expounded, and the problems in practice of inquiry learning cases are deeply reflected. And points out the deficiency of this research, needs to continue to explore in the future, unceasingly consummates this research.
【學(xué)位授予單位】：蘇州大學(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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