本文選題：建構主義　切入點：教學觀　出處：《聊城大學》2015年碩士論文

【摘要】：認知學習法(也叫認知符號學習法),在20世紀60年代正式出現(xiàn),并在教學領域迅速擴大,產(chǎn)生了較大的影響。從1980年開始,認知學習理論逐步取代了行為學習理論,而建構主義學習理論是認知學習理論的進一步發(fā)展,在20世紀90年代迅速發(fā)展,并傳入我國。近年來,建構主義教學觀同時在教育理論界和教學實踐界產(chǎn)生了強勁的影響,隨著科學技術的發(fā)展,多媒體和網(wǎng)絡技術使建構主義理論所代表的思想觀點在教育領域中迅速發(fā)展并且倍受歡迎。本文旨在通過研究基于建構理論指導下的教學模式在高中生物課堂的應用,使廣大一線生物教師完成更有效的教學設計,更好的組織課堂教學,從而提高高中生物課堂的教學效率。本文采用文獻分析法、實證研究法、訪談法、觀察法,充分解讀建構主義的觀點并結合自己的教學實踐,從反思傳統(tǒng)生物課堂教學角度出發(fā),參考建構理論的三種教學模式,即情境式教學、隨機進入式教學和支架式教學,并制作了三個相應的教學設計,分別為:《蛋白質(zhì)——生命活動的主要承擔者》、《人類的遺傳病》、《細胞中的元素和化合物》。本次試驗對象為山東省滕州市第一中學高一級部四個平行班級的學生:高一(53)——(56)班。筆者根據(jù)試驗學校的教學進度,在自然情況下,由同一老師進行教授。其中53、54班為試驗班,使用筆者制作的教學設計完成教學活動,55、56班為對照班,使用傳統(tǒng)的方法進行教學。授課完畢,使用筆者設計的試卷進行當堂測驗,通過分析比較兩組班級的成績差異,檢驗筆者制作的教學設計是否對教學有幫助。試驗共進行三次,發(fā)放試卷606份,回收606份,其中有效試卷573份,有效回收率是95%。試卷的批閱結果顯示:30道題目中,27道題目的通過率實驗班高于對照班。通過對試卷成績進行的SPSS數(shù)據(jù)分析以及從試驗后實驗班和對照班在學習興趣、學習態(tài)度中反映出的學生課堂積極性,如學習參與程度、小組協(xié)作等方面明顯優(yōu)于對照班;這說明本文的結論有實踐支持。因此,將建構主義理論這一種現(xiàn)代理論和當前生物新課改的結合點——高中生物課堂教學作為研究對象,對生物新課改的推廣有一定的幫助。本文不可避免的存在一些現(xiàn)實問題,比如說教學實踐過程時間較短,所取得的研究成果是否有應用價值,以及教學試驗中如何減少無關變量對試驗的干擾等,這些問題都是要在今后的教育實踐中進行更深層次的研究。
[Abstract]:Cognitive learning method (also called cognitive sign learning method) appeared in the 1960s, and expanded rapidly in the teaching field. Since 1980, cognitive learning theory has gradually replaced behavioral learning theory. Constructivism learning theory is a further development of cognitive learning theory, which developed rapidly in the 1990s and spread to China. In recent years, constructivism teaching theory has exerted a strong influence on both educational theory and teaching practice. With the development of science and technology, Multimedia and network technology make the ideas represented by constructivism theory develop rapidly in the field of education and become popular. This paper aims to study the application of teaching model guided by constructivist theory in biology classroom in senior high school. In order to improve the teaching efficiency of biology classroom in senior high school, this paper adopts the methods of literature analysis, empirical research, interview, observation, and so on, so that the majority of biology teachers can complete more effective teaching design, better organize classroom teaching, and improve the teaching efficiency of senior high school biology classroom. From the perspective of reflecting on the traditional biology classroom teaching, the author fully interprets the constructivist viewpoint and combines his own teaching practice, referring to the three teaching modes of the constructivism theory, namely situational teaching, random entry teaching and scaffolding teaching. And has made three corresponding teaching design, The subjects of this experiment are: "protein-the main carrier of life activity", "Human genetic disease", "elements and compounds in cells". The subjects of this experiment are students of four parallel classes in the first grade high school of Tengzhou City, Shandong Province: senior one. According to the teaching progress of the experimental school, Under natural circumstances, the same teacher will teach. Among them, class 53n54 is the experimental class, class 55556 is the control class with the teaching design made by the author, and the traditional teaching method is used. The teaching is finished. Using the test paper designed by the author to carry out the in-class test, by analyzing and comparing the differences between the two groups of classes, to test whether the teaching design made by the author is helpful to the teaching. The experiment was conducted three times, 606 papers were distributed, and 606 copies were recovered. Of the 573 valid papers, The effective recovery rate was 95. The result of examination showed that the passing rate of 27 of the 30 items was higher in the experimental class than that in the control class. Through the analysis of the SPSS data of the test paper and the interest of the experimental class and the control class after the experiment, The students' enthusiasm in class, such as the degree of learning participation, group cooperation and so on, reflected in the learning attitude, is obviously superior to that of the control class, which shows that the conclusion of this paper is supported by practice. Taking constructivism theory, a combination of modern theory and current biology new curriculum reform, as the research object of biology classroom teaching in senior high school, is helpful to the popularization of biology new curriculum reform. For example, the process of teaching practice is relatively short, whether the research results obtained are of practical value, and how to reduce the interference of irrelevant variables to the experiment in teaching experiments, and so on. These problems are to be further studied in the future educational practice.
【學位授予單位】：聊城大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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本文編號：1667496