本文選題：農(nóng)村高中 + 生物探究式教學(xué)�。� 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：我國教育課程改革已實(shí)行多年,探究式教學(xué)作為新課改提倡的一種新的教學(xué)方式,引起越來越多人的關(guān)注。 在一些城市高中,探究式教學(xué)的實(shí)施已經(jīng)取得了階段性的成果。商洛地處秦嶺南麓,境內(nèi)多為山地,交通條件差,經(jīng)濟(jì)相對(duì)來說比較落后。筆者所任教的商洛農(nóng)村高中,絕大多數(shù)生物教師仍然采用傳統(tǒng)的“講授式”教學(xué),學(xué)生學(xué)習(xí)興趣低,自主學(xué)習(xí)意識(shí)差,生物探究式教學(xué)的實(shí)施情況令人擔(dān)憂；商洛農(nóng)村高中與其他地區(qū)的農(nóng)村高中在地理環(huán)境等方面存在差別,而有關(guān)商洛農(nóng)村高中生物探究式教學(xué)的研究較少。針對(duì)這些問題,筆者對(duì)7所商洛農(nóng)村高中進(jìn)行了生物探究式教學(xué)情況調(diào)查,分析了制約探究式教學(xué)在農(nóng)村高中實(shí)施的因素,并對(duì)農(nóng)村高中生物教師開展探究課提出對(duì)應(yīng)的建議和策略。本調(diào)查研究主要從教師和學(xué)生兩方面展開：一方面,通過問卷調(diào)查和訪談?wù){(diào)查的方法,對(duì)商洛農(nóng)村高中生物教師探究式教學(xué)實(shí)施現(xiàn)狀進(jìn)行調(diào)研。問卷調(diào)查從教師基本情況、探究式教學(xué)的觀念意識(shí)、教學(xué)方式和實(shí)施現(xiàn)狀、生物探究式教學(xué)軟環(huán)境的建設(shè)現(xiàn)狀、探究式教學(xué)的評(píng)價(jià)現(xiàn)狀、學(xué)生學(xué)習(xí)現(xiàn)狀幾個(gè)方面開展；訪談?wù){(diào)查主要針對(duì)教師對(duì)探究式教學(xué)的認(rèn)識(shí)態(tài)度、當(dāng)前實(shí)施情況、實(shí)施遇到的困難和教師教學(xué)壓力等方面。另一方面,用問卷調(diào)查的方式,對(duì)商洛農(nóng)村高中學(xué)生探究式學(xué)習(xí)現(xiàn)狀進(jìn)行調(diào)研。學(xué)生問卷主要從學(xué)生探究學(xué)習(xí)觀念意識(shí)、學(xué)生學(xué)習(xí)現(xiàn)狀、學(xué)校教學(xué)現(xiàn)狀、探究學(xué)習(xí)環(huán)境現(xiàn)狀和學(xué)校評(píng)價(jià)現(xiàn)狀這幾方面展開。通過上述研究發(fā)現(xiàn)商洛農(nóng)村高中生物探究式教學(xué)實(shí)施中存在如下問題：1.教師對(duì)于生物探究式教學(xué)理念理解有偏差,有些教師甚至有抵觸。教學(xué)觀念普遍傳統(tǒng)、滯后。2.教師專業(yè)化水平低,不能勝任探究教學(xué)的要求。3.學(xué)校的多媒體設(shè)備、圖書館建設(shè)等硬件設(shè)施落后,阻礙了探究式教學(xué)的實(shí)施。4.評(píng)價(jià)機(jī)制不符合新課程標(biāo)準(zhǔn)要求,不管教師還是學(xué)生都是為了分?jǐn)?shù)在努力。5.由于學(xué)生基礎(chǔ)偏差,學(xué)習(xí)習(xí)慣差,導(dǎo)致學(xué)生探究興趣不濃。6.探究式教學(xué)的“軟環(huán)境”建設(shè)還很落后,商洛地區(qū)社會(huì)、學(xué)校、教師、學(xué)生對(duì)生物探究式教學(xué)的支持不夠。針對(duì)以上問題,筆者提出如下應(yīng)對(duì)策略：1.要順利開展探究課,教師、學(xué)生的觀念都要改變,要共同樹立探究意識(shí)。2.努力提高教師專業(yè)水平,循序漸進(jìn),通過教學(xué)專家對(duì)農(nóng)村學(xué)校具體問題分析,開展有針對(duì)性、具體的教師培訓(xùn)活動(dòng)。3.需要國家繼續(xù)加大教育經(jīng)費(fèi)投入,當(dāng)?shù)卣嚓P(guān)部門和學(xué)校加快課程資源建設(shè)。4.正確看待高考體制,摒棄應(yīng)試教育惡習(xí),努力推廣多元化評(píng)價(jià)。5.充分利用農(nóng)村生物資源優(yōu)勢,結(jié)合校情挖掘課外資源,創(chuàng)造良好的探究環(huán)境。
[Abstract]:The educational curriculum reform in China has been carried out for many years. Inquiry teaching, as a new teaching method advocated by the new curriculum reform, has attracted more and more people's attention.In some urban high schools, the implementation of inquiry teaching has achieved periodic results.Shangluo is located in the southern foothills of the Qinling Mountains, the territory is mostly mountainous, traffic conditions are poor, the economy is relatively backward.In Shangluo Rural High School, where the author teaches, most of the biology teachers still use the traditional "lecturing" teaching, students have low interest in learning, poor consciousness of independent learning, and the implementation of biological inquiry teaching is worrying.There are differences in geographical environment between Shangluo rural high school and other rural high school, but there is less research on biology inquiry teaching in Shangluo rural high school.In view of these problems, the author has carried on the biological inquiry teaching situation investigation to 7 Shangluo rural high schools, has analyzed the restriction inquiry teaching in the countryside high school implementation factor,And put forward the corresponding suggestion and strategy to the countryside senior high school biology teacher to carry out the inquiry class.This investigation is mainly carried out from two aspects of teachers and students: on the one hand, through the methods of questionnaire and interview, the author investigates the current situation of the implementation of inquiry teaching for senior high school biology teachers in Shangluo.The questionnaire survey is carried out from the following aspects: teachers' basic situation, concept consciousness of inquiry teaching, teaching methods and actualization, construction of soft environment of biological inquiry teaching, evaluation of inquiry teaching and students' learning status.The interview survey mainly focuses on teachers' attitude towards inquiry teaching, current implementation situation, difficulties encountered in the implementation and teachers' teaching pressure.On the other hand, the current situation of inquiry learning of Shangluo rural senior high school students is investigated by questionnaire.The students' questionnaire is mainly carried out from the following aspects: the consciousness of students' learning concept, the present situation of students' study, the present situation of school teaching, the present situation of exploring learning environment and the present situation of school evaluation.Through the above research, it is found that the following problems exist in the implementation of biology inquiry teaching in Shangluo Rural Senior Middle School: 1.Teachers have deviations in understanding biological inquiry teaching concepts, and some teachers even have conflicts.Traditional teaching concept, lag. 2.Teachers' professional level is low and they can not meet the requirements of inquiry teaching. 3.School multimedia equipment, library construction and other hardware facilities backward, hindered the implementation of inquiry teaching. 4.Evaluation mechanism does not meet the requirements of the new curriculum standards, whether teachers or students are in order to score. 5.Because of students' basic deviation and poor study habits, students' interest in inquiry is not strong. 6.The construction of "soft environment" of inquiry teaching is still very backward, and the society, schools, teachers and students in Shangluo area do not support biological inquiry teaching.In view of the above problems, the author puts forward the following countermeasures: 1.In order to carry out the inquiry class smoothly, teachers and students should change their ideas and set up the consciousness of inquiry. 2.Strive to improve the professional level of teachers, step by step, through the analysis of the specific problems of rural schools by teaching experts, to carry out targeted, specific teacher training activities. 3.The state should continue to increase investment in education, and local government departments and schools should speed up the construction of curriculum resources.Look at the college entrance examination system correctly, abandon the bad habit of examination-oriented education, and make great efforts to popularize the pluralistic evaluation.Make full use of the advantages of rural biological resources, combined with the school situation to explore extracurricular resources, create a good exploration environment.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 鮑世穎;;淺談高中生物探究式教學(xué)應(yīng)注意的幾個(gè)問題[J];中國科教創(chuàng)新導(dǎo)刊;2009年25期

2 楊金玲;;對(duì)高中生物探究式教學(xué)的理解[J];教學(xué)與管理;2007年12期

3 柴西琴;對(duì)探究教學(xué)的認(rèn)識(shí)與思考[J];課程.教材.教法;2001年08期

4 孫文霞;沈光華;;目前農(nóng)村高中生物實(shí)施探究性課堂教學(xué)的困境分析[J];科學(xué)教育;2006年01期

5 佘巧玲;鄭放先;;高中生物探究式實(shí)驗(yàn)教學(xué)設(shè)計(jì)研究及案例分析[J];生命科學(xué)研究;2006年S2期

6 王艷霞;;新課程高中生物探究式教學(xué)的分析[J];新課程學(xué)習(xí)(中);2011年04期

7 丁泉林;;高中生物探究式實(shí)驗(yàn)教學(xué)探析[J];實(shí)驗(yàn)教學(xué)與儀器;2011年11期

8 吳建;;高中生物探究式教學(xué)模式新探[J];新課程學(xué)習(xí)(中);2011年12期

9 高遠(yuǎn)芳;;高中生物探究式學(xué)習(xí)實(shí)施現(xiàn)狀和改進(jìn)策略研究[J];新課程(教育學(xué)術(shù)版);2008年03期

10 馮銀;;論高中生物探究式教學(xué)的策略[J];新課程(教育學(xué)術(shù));2010年06期

，

本文編號(hào)：1756736