本文選題：支架式教學 + 高一生物　； 參考：《揚州大學》2015年碩士論文

【摘要】：支架式教學(Scaffolding Instruction)屬于建構主義三大教學理論中的一種,是基于維果斯基“最近發(fā)展區(qū)”理論的教學模式,是一種通過搭建類似于建筑的“支架”,在高水平的人(如教師)的引導、支持下,逐步幫助學生構建知識體系的教學方法,在促進學生學習方面有著非常好的應用價值。為達到高中生物新課改提出的“學習是一個主動建構知識、發(fā)展能力、形成正確的情感態(tài)度與價值觀的過程”的要求,進一步變學生被動為主動,提高高一生物課堂的學習效率,本課題通過對支架式教學的理論學習和實踐研究,探索該教學模式在具體年級具體課堂實施的可行性,以期提高學生學習生物的興趣和積極性,從而促進學生的發(fā)展,并為新課改理念下的高中生物課堂教學提供一定的理論參考。本課題主要采用了文獻法、問卷調(diào)查法、實踐研究法、數(shù)據(jù)分析等方法,對支架式教學的理論和實踐兩大部分開展研究。在掌握相關理論的前提下,先期調(diào)查當前高一生物課堂的教學現(xiàn)狀和學生的學習態(tài)度,然后探討支架式教學在高一生物課上的具體實施環(huán)節(jié),并在一線教師的指導下開展教學實踐,最后對實驗期間對照班級和實驗班級的期中、期末成績進行數(shù)據(jù)分析,結合具體課堂教學的效果反饋得出研究結論。本課題對支架式教學的研究背景、研究現(xiàn)狀和已有研究成果進行了分析和總結,論證支架式教學的優(yōu)勢和在高一生物課堂實施的可行性,為順利開展課題作準備。接著,深入學習和研究支架式教學的基本內(nèi)涵及相關理論基礎,對“支架”和“支架式教學”進行了概念界定,并詳細講述了“最近發(fā)展區(qū)”、和建構主義理論等密切相關的理論基礎,進一步對該課題的可行性進行了論證。實踐研究主要分為前期調(diào)查和教學實踐兩個環(huán)節(jié),前期調(diào)查通過進行問卷調(diào)查、分析成績等了解實驗班級的基本情況,然后通過三個月的課堂教學,說明教學實踐的過程,同時分別針對新授課和復習課展開支架式教學的適用性探討。在實踐環(huán)節(jié)結束后,本課題進行了反思和總結。主要是對整個課題的研究中得出的結論、出現(xiàn)的問題等進行分析和總結,對研究過程中出現(xiàn)的不足進行反思,并對未來的研究方向提出了自己的見解。將近三個月的生物支架式教學實踐研究表明：支架式教學能夠顯著提高高一生物課堂的教學效果,對提高學生的生物成績有較明顯的促進作用；在提高學生自主學習能力、協(xié)作學習能力、分析思維能力和實際應用能力等方面有著顯著的提高作用；對于激發(fā)學生的生物學習興趣、轉變學生傳統(tǒng)的學習方式、提高學生交流和表達能力、培養(yǎng)學生實踐和創(chuàng)新能力等方面有著良好的促進作用。也就是說,支架式教學模式在高一生物的課堂教學中確實存在一定的優(yōu)勢。
[Abstract]:Scaffolding instruction is one of the three teaching theories of constructivism. It is a teaching model based on Vygoski's theory of "proximal development zone", and it is a kind of "scaffold" which is similar to architecture. Under the guidance and support of high level people (such as teachers), the teaching method that helps students to construct knowledge system step by step has very good application value in promoting students' learning. In order to meet the requirement of "learning is an active process of constructing knowledge, developing ability and forming correct emotional attitude and values" put forward by the new curriculum reform of biology in senior high school, the students are further changed from passive to active. In order to improve the learning efficiency of senior one biology classroom, this paper explores the feasibility of implementing this teaching model in the concrete classroom of the concrete grade by studying the theory and practice of scaffolding teaching, in order to improve the students' interest and enthusiasm in learning biology. So as to promote the development of students, and provide a certain theoretical reference for high school biology classroom teaching under the new curriculum reform concept. This paper mainly adopts the methods of literature, questionnaire, practice, data analysis, and so on, to carry out research on the theory and practice of scaffolding teaching. On the premise of mastering the relevant theories, this paper investigates the current teaching situation and students' learning attitude in the biology class of Senior one in advance, and then probes into the concrete implementation of scaffolding teaching in the biology class of Senior one. Under the guidance of front-line teachers, the teaching practice is carried out. Finally, the data analysis of the midterm and final grades of the control class and the experimental class during the experiment period is carried out, and the research conclusion is obtained by combining the feedback of the concrete classroom teaching effect. This paper analyzes and summarizes the research background, the present situation and the existing research results of scaffolding teaching, and demonstrates the advantages of scaffolding teaching and the feasibility of implementing it in the biology classroom of Senior one, so as to prepare for the smooth development of the subject. Then, by studying the basic connotation and relevant theoretical basis of scaffolding teaching, we define the concept of "scaffold" and "scaffolding teaching", and describe the "proximal development area" in detail. And constructivism theory and other closely related theoretical basis, further demonstrated the feasibility of the subject. The practice research is mainly divided into two links: the preliminary investigation and the teaching practice. The preliminary investigation understands the basic situation of the experimental class through questionnaire investigation and analysis of the results, and then explains the process of teaching practice through the three-month classroom teaching. At the same time, the applicability of scaffolding teaching is discussed respectively for the new teaching and revision classes. After the end of the practice, the subject is reviewed and summarized. It mainly analyzes and summarizes the conclusions and problems in the research of the whole subject, reflects on the deficiencies in the course of the research, and puts forward his own opinions on the future research direction. The study of biological scaffolding teaching practice for nearly three months shows that scaffold teaching can significantly improve the teaching effect of senior high school students, improve students' biological achievement, improve students' autonomous learning ability, and improve students' ability to learn independently. Cooperative learning ability, analytical thinking ability and practical application ability play a significant role in stimulating students' interest in biological learning, changing students' traditional learning methods, and improving students' ability of communication and expression. Cultivating students' ability of practice and innovation has a good promoting effect. That is to say, the scaffolding teaching model does have some advantages in the classroom teaching of senior high school students.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

【相似文獻】

相關期刊論文 前10條

1 王宇;;支架式教學模式在大學英語寫作教學中的運用[J];佳木斯教育學院學報;2012年02期

2 楊小寧;;支架式教學法在商務函電課程教學中的應用[J];教育探索;2012年03期

3 劉春芳;史偉;;支架式教學模式在概率論與數(shù)理統(tǒng)計課程中的研究與實踐[J];高師理科學刊;2012年06期

4 宋楠楠;;支架式教學在語文課堂中的運用[J];小學教學參考;2014年22期

5 李品艾;楊艷杰;張玲;;支架式教學法在化學教學中的應用與體會[J];繼續(xù)醫(yī)學教育;2013年10期

6 趙建新;;支架式教學在3DMAX課程教學中的應用[J];科教導刊(上旬刊);2014年06期

7 顧紅霞;張世成;;搭建教學支架,促進學生“生長”[J];湖南中學物理;2011年03期

8 秦桂毅,王兄;淺談支架式教學模式在數(shù)學教學中的應用[J];桂林市教育學院學報(綜合版);2000年04期

9 吳錦程;淺談支架式教學[J];學科教育;2003年06期

10 張明芳;周晶志;;建構主義教學模式中支架式教學及對外語寫作教學的啟示[J];江西教育學院學報(社會科學);2006年04期

相關會議論文 前1條

1 金世余;;支架式教學模式與音樂教學[A];第二屆全國音樂心理學學術研討會論文集[C];2005年

相關重要報紙文章 前3條

1 武漢科技職業(yè)學院 蔡旭;支架式教學提高高職大學英語教學有效性初探[N];山西青年報;2013年

2 第二十一中學 馮立安;英語支架式網(wǎng)絡教學法芻議[N];天津教育報;2010年

3 黃應會;充分體現(xiàn)建構主義理論[N];光明日報;2002年

相關碩士學位論文 前10條

1 朱佳雯;支架式教學在小學數(shù)學教學中的運用[D];上海師范大學;2015年

2 周婷芳;高中電腦制作拓展型課程的設計與實施策略研究[D];上海師范大學;2015年

3 朱綺;支架式教學法在高一運動學單元的應用研究[D];上海師范大學;2015年

4 楊周沛;基于支架式教學法的韓國留學生漢語初級口語課教學設計[D];渤海大學;2015年

5 高洋;支架式教學法在對外漢語初級聽力教學中的應用[D];渤海大學;2015年

6 楊佩;支架式教學模式在普通高校體育舞蹈教學中的實驗研究[D];長江大學;2015年

7 盧艷萍;運用支架式教學提高高中生英語寫作能力的研究[D];華中師范大學;2015年

8 盧瑋鈺;支架式教學在高中作文教學中的運用探究[D];華中師范大學;2015年

9 鐘佳鈺;支架式教學在高一寫作教學中的應用研究[D];華中師范大學;2015年

10 林娟;支架式教學模式的構建與應用[D];閩南師范大學;2015年

，

本文編號：1824218