本文選題：角色扮演　切入點(diǎn)：實(shí)驗(yàn)班　出處：《山西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：發(fā)揮學(xué)生主體性是生物新課程實(shí)施的時代性要求，是三維目標(biāo)課堂教學(xué)的要求。也是師生輕松愉快學(xué)習(xí)的期待,開展初中生物教學(xué)的角色扮演活動能夠活路課黨氣氛。使學(xué)生的主動性學(xué)習(xí)得到提高,解色扮演教學(xué)法就是一種教師根據(jù)教材內(nèi)容排課堂教學(xué)的需求,在課堂教學(xué)過程中,組織指導(dǎo)學(xué)生實(shí)施知識內(nèi)容角色扮演活動的教學(xué)模式,是教師引導(dǎo)學(xué)生參與教學(xué)活動,通過讓學(xué)生扮演生命活動的各種角色,進(jìn)入生命體的活動情境,去“重演”、“預(yù)演”成“再現(xiàn)”生命活動過程,達(dá)到對知識的理解和技術(shù)掌所致。 角色扮演教學(xué)活動如何在初中生物教學(xué)中具體實(shí)施是本文重點(diǎn)探索的問題。通過半年時間在初二年級的行動研究,本文實(shí)踐應(yīng)用了角色扮演教學(xué)活動的一段步驟,包括七個環(huán)節(jié);進(jìn)入角色情境——挑選學(xué)生演員,進(jìn)行角色分配——場景籌備——觀眾培訓(xùn)——情境表演——討論表演內(nèi)容——課堂評論,根據(jù)師生的學(xué)生發(fā)展變化扮角色扮演教學(xué)活動的開展分為萌芽,成長,成熟三個階段;依據(jù)學(xué)生演繹形式的不同突出點(diǎn),可以把學(xué)生的角色扮演活動分為七種類型,分別是:注重與日常生活情節(jié)相聯(lián)系的演繹。注重肢體動作展現(xiàn)的演繹,注重人類與動物友好相處的演繹。注重與觀眾互動的演繹,注重知識講解的演繹,注重新舊知識相聯(lián)系的演繹。注重運(yùn)用道具的演繹。 本文對實(shí)驗(yàn)班和對照班進(jìn)行對照實(shí)驗(yàn)。根據(jù)實(shí)驗(yàn)班和常規(guī)班的成績發(fā)展變化,得出了合理的“角色扮演”教學(xué)活動能夠提高初中學(xué)生的學(xué)習(xí)效率(P0.05);根據(jù)學(xué)生在課堂上的活路表現(xiàn),學(xué)生的訪談實(shí)錄,得出了“角色扮演”教學(xué)活動真正有效的提高初中學(xué)生的學(xué)習(xí)積極性和自主學(xué)習(xí)能力;根據(jù)學(xué)生填寫的“角色扮演”在初中生物教學(xué)中的實(shí)踐應(yīng)用學(xué)生自評互評表,學(xué)生在小組中默契配合,學(xué)生對角色的淋漓盡致的展現(xiàn)得出了“角色扮演”教學(xué)活動能夠增強(qiáng)初中學(xué)生的合作能力,社會交際能力和創(chuàng)新能力。 當(dāng)然角色扮演教學(xué)活動的開展也有它適合的范圍，，也有一些還未解決的問題和不足，需要在今后的教學(xué)實(shí)踐中繼續(xù)深入研究與細(xì)化。
[Abstract]:Giving full play to students' subjectivity is the requirement of the times for the implementation of the new biology curriculum, the requirement of the three-dimensional objective classroom teaching, and the expectation of the teachers and students to learn easily and happily. The role-playing activities in biology teaching in junior high school can improve the students' active learning, and the role playing teaching method is a kind of teaching method arranged by teachers according to the content of the teaching material, in the course of classroom teaching. The teaching mode of organizing and instructing students to implement knowledge content role-playing activities is that teachers guide students to participate in teaching activities and enter the active situations of life forms by letting students play various roles in life activities. To "repeat", "rehearse" into "reproduce" the process of life, to achieve the understanding of knowledge and technology. How to carry out role-playing teaching activities in junior high school biology teaching is a key issue to be explored in this paper. Through a half-year action study in grade two of junior high school, this paper has put into practice a step of role-playing teaching activities. It includes seven parts: entering the role situation-selecting the student actors, performing the role assignment, setting up the scene, the audience training-the situation performance-discussing the performance content-the classroom review, According to the development of students' development and change of teachers and students, the development of role-playing teaching activities can be divided into three stages: budding, growing and maturing; according to the different prominent points of students' deductive forms, students' role-playing activities can be divided into seven types. They are: pay attention to the deduction associated with the plot of daily life, pay attention to the deduction of the body action, the friendly relationship between human beings and animals, the interpretation of interaction with the audience, and the interpretation of knowledge. Pay attention to the new and old knowledge related deduction. Pay attention to the use of props deduction. This paper carries on the control experiment to the experimental class and the control class. According to the development of the results of the experimental class and the conventional class, It is concluded that rational role-playing teaching activities can improve the learning efficiency of junior high school students. It is concluded that the role-playing teaching activities can effectively improve the students' learning enthusiasm and autonomous learning ability, and according to the students' practice of "role-playing" in biology teaching in junior high school, the self-assessment form of students' mutual assessment can be applied to junior high school students' biology teaching. With the tacit cooperation of students in the group, the students' role shows vividly that "role-playing" teaching activities can enhance junior high school students' cooperative ability, social communication ability and innovation ability. Of course, the development of role-playing teaching activities also has its suitable scope, but also some unsolved problems and deficiencies, which need to be further studied and refined in the teaching practice in the future.
【學(xué)位授予單位】：山西師范大學(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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