本文選題：項(xiàng)目教學(xué) + 重要概念�。� 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：隨著我國(guó)教育改革的深入發(fā)展,要求生物學(xué)課程關(guān)注每一個(gè)學(xué)生、提高學(xué)生的科學(xué)素養(yǎng),特別是一個(gè)普通公民終身發(fā)展所需的生物科學(xué)素養(yǎng),促進(jìn)他們?cè)谠谢A(chǔ)上的良好發(fā)展。教師在教學(xué)中需要結(jié)合學(xué)校和學(xué)生的實(shí)際,創(chuàng)造性地進(jìn)行教學(xué)。項(xiàng)目教學(xué)是發(fā)展學(xué)生21世紀(jì)技能的有效手段,其驅(qū)動(dòng)性問(wèn)題基于學(xué)生的自身興趣,來(lái)源于學(xué)生的實(shí)際生活,解決問(wèn)題需要組建項(xiàng)目小組,在合作學(xué)習(xí)中運(yùn)用多種媒體技能,生成項(xiàng)目作品分享成果。項(xiàng)目教學(xué)是一種形式、一個(gè)平臺(tái),建構(gòu)重要概念是目標(biāo),項(xiàng)目教學(xué)在生物學(xué)重要概念教學(xué)中的應(yīng)用就是在這一平臺(tái)上實(shí)現(xiàn)目標(biāo)�！叭绾螒�(yīng)用項(xiàng)目教學(xué)進(jìn)行重要概念教學(xué)?存在哪些優(yōu)劣?”等問(wèn)題需要進(jìn)行實(shí)踐應(yīng)用研究。本文首先對(duì)項(xiàng)目教學(xué)的內(nèi)涵進(jìn)行了界定,分析了項(xiàng)目教學(xué)的含義,解釋了什么是驅(qū)動(dòng)性問(wèn)題,根據(jù)自身對(duì)項(xiàng)目教學(xué)的理解制定了項(xiàng)目教學(xué)的流程。并進(jìn)一步界定了重要概念的內(nèi)涵,在與接受式學(xué)習(xí)的差異、與活動(dòng)教學(xué)的區(qū)別、與基于問(wèn)題的教學(xué)兩者間關(guān)系和任務(wù)驅(qū)動(dòng)式教學(xué)的關(guān)系的比較中,指出項(xiàng)目教學(xué)是一種能體現(xiàn)出學(xué)生合作的有意義的學(xué)習(xí)活動(dòng),其過(guò)程中引導(dǎo)學(xué)生不斷收獲21世紀(jì)技能,有利于學(xué)生形成終身學(xué)習(xí)的態(tài)度。接著,論文選擇了新授課、復(fù)習(xí)課、試卷講評(píng)課等典型課例進(jìn)行深入例析,從項(xiàng)目描述、重要概念、項(xiàng)目實(shí)施、案例分析等4個(gè)方面進(jìn)行剖析反思,通過(guò)預(yù)設(shè)與生成之間的比較,分析了學(xué)生的心理、生活經(jīng)驗(yàn)、知識(shí)儲(chǔ)備、驅(qū)動(dòng)性問(wèn)題選擇優(yōu)劣、項(xiàng)目實(shí)施對(duì)建構(gòu)重要概念的有效性等。選擇了研究性學(xué)習(xí)進(jìn)行項(xiàng)目教學(xué)的全面實(shí)施,并對(duì)學(xué)生作品和補(bǔ)償研究深入分析。結(jié)合應(yīng)用的思考,歸納出將原有驅(qū)動(dòng)性問(wèn)題分解、借助不同的新媒體技術(shù)手段等形成設(shè)置微項(xiàng)目,擴(kuò)展項(xiàng)目教學(xué)的應(yīng)用范圍,在跨學(xué)科和非常態(tài)工作中引入新常態(tài)評(píng)價(jià),完善項(xiàng)目教學(xué)的運(yùn)行機(jī)制,借力團(tuán)隊(duì)合力進(jìn)行補(bǔ)償研究等經(jīng)驗(yàn)實(shí)現(xiàn)項(xiàng)目教學(xué)在建構(gòu)重要概念方面的推進(jìn)。在此基礎(chǔ)上,引入SWOT分析法,從優(yōu)勢(shì)、劣勢(shì)、機(jī)會(huì)、威脅4個(gè)維度,發(fā)掘了項(xiàng)目教學(xué)在合作學(xué)習(xí)、多元化建構(gòu)概念、提升學(xué)生責(zé)任感等的優(yōu)勢(shì),在缺少時(shí)間、缺乏支持方面的劣勢(shì),在全新嘗試、真實(shí)生活、多種技能中存在的機(jī)會(huì),以及分?jǐn)?shù)、教師自身設(shè)計(jì)能力、同伴缺乏方面的威脅。
[Abstract]:With the further development of education reform in China, biology curriculum is required to pay attention to every student, improve students' scientific literacy, especially the biological science literacy required for the lifelong development of an ordinary citizen. To promote their good development on the basis of the original. Teachers need to combine the reality of school and students in teaching creative teaching. Project teaching is an effective means to develop students' skills in the 21st century. Its driving problems are based on students' own interests and come from students' actual life. To solve problems, we need to set up project teams and use various media skills in cooperative learning. Generate project works to share results. Project teaching is a form, a platform, the construction of important concepts is the goal, the application of project teaching in the teaching of important concepts in biology is to achieve the goal on this platform. "how to use the project teaching to carry on the important concept teaching? What are the advantages and disadvantages? " And so on need to carry on the practice application research. In this paper, the connotation of project teaching is defined, the meaning of project teaching is analyzed, the driving problem is explained, and the process of project teaching is established according to its own understanding of project teaching. Furthermore, it defines the connotation of the important concepts, in the comparison of the difference between the two concepts, the difference between the two concepts, the difference between the two concepts, the relationship between them and the problem-based teaching, and the relationship between task driven teaching and learning. It is pointed out that project teaching is a kind of meaningful learning activity which can reflect students' cooperation. In the process, it guides students to harvest skills in the 21st century and is conducive to students' lifelong learning attitude. Then, the paper chooses the new teaching, the review class, the test paper comment class and so on typical lesson examples to carry on the thorough example analysis, from the project description, the important concept, the project implementation, the case analysis and so on four aspects carries on the analysis reflection. Through the comparison between presupposition and generation, this paper analyzes the students' psychology, life experience, knowledge reserve, choice of driving problems, and the effectiveness of project implementation in constructing important concepts. Research learning is chosen to carry out the project teaching, and the research on students' works and compensation is deeply analyzed. Combined with the thinking of application, it is concluded that the original driving problem is decomposed, the micro-project is set up with the help of different new media technology, the scope of application of project teaching is expanded, and the new normal evaluation is introduced in the interdisciplinary and abnormal work. Improve the operation mechanism of project teaching, and make use of the team to carry out compensation research and other experiences to achieve the project teaching in the construction of important concepts. On this basis, we introduce SWOT analysis, from the four dimensions of strengths, weaknesses, opportunities and threats, to explore the advantages of project teaching in cooperative learning, diversified construction of concepts, enhance students' sense of responsibility, and so on, in the lack of time, and so on. Disadvantages in terms of lack of support, opportunities in new attempts, real life, multiple skills, and scores, teachers' own design abilities, and threats in peer scarcity.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.91

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