本文選題：初中生物學(xué) + 問題情境教學(xué)�。� 參考：《閩南師范大學(xué)》2015年碩士論文

【摘要】：隨著時代的發(fā)展,社會對人才的培養(yǎng)提出了新的要求,新課程改革倡導(dǎo)探究性學(xué)習(xí)理念,強調(diào)培養(yǎng)學(xué)生發(fā)現(xiàn)問題、分析問題及解決問題的能力,而問題的發(fā)現(xiàn)和解決都離不開問題情境,因此問題情境教學(xué)越來越受到重視。問題情境教學(xué)強調(diào)幫助學(xué)生學(xué)會如何提出問題、解決問題,掌握研究問題的科學(xué)方法,并形成有效的認知策略,獲得終身學(xué)習(xí)所必需的基礎(chǔ)知識和基本技能,它更好的適應(yīng)了社會對教育的需求。因此,將問題情境教學(xué)應(yīng)用于初中生物課堂中的研究具有一定的理論和實踐意義。本文在文獻研究的基礎(chǔ)上,對問題情境教學(xué)的相關(guān)概念、國內(nèi)外研究現(xiàn)狀、理論基礎(chǔ)等進行全面的論述,并以人教版義務(wù)教育七年級下冊《生物學(xué)》為載體,結(jié)合初中生物學(xué)科的具體特點,以及初中階段學(xué)生的認知發(fā)展水平,提出初中生物學(xué)課堂教學(xué)中問題情境創(chuàng)設(shè)的具體原則、途徑,構(gòu)建問題情境教學(xué)的模式,設(shè)計和分析具體的教學(xué)案例,可為教學(xué)或研究提供一定的參考和借鑒。本研究還采用前后測的實驗方法,開展問題情境教學(xué)的實踐研究。通過整理分析問卷調(diào)查、訪談?wù){(diào)查、課堂觀察等收集到的資料得出以下結(jié)論:問題情境教學(xué)可以提高學(xué)生生物學(xué)學(xué)習(xí)興趣、問題意識及學(xué)習(xí)效果;改善學(xué)生的學(xué)習(xí)方式、師生關(guān)系及課堂氣氛;同時還可以提升教師的教學(xué)水平和能力。
[Abstract]:With the development of the times, the society has put forward new requirements for the cultivation of talents. The new curriculum reform advocates the concept of inquiry learning and emphasizes the cultivation of students' ability to discover, analyze and solve problems. The discovery and solution of problems can not be separated from problem situations, so more and more attention is paid to problem situation teaching. Problem situational teaching emphasizes helping students learn how to ask questions, solve problems, master scientific methods of studying problems, and form effective cognitive strategies to acquire the basic knowledge and skills necessary for lifelong learning. It is better suited to the needs of society for education. Therefore, it is of theoretical and practical significance to apply problem situational teaching to the research of biology classroom in junior middle school. On the basis of literature research, this paper makes a comprehensive discussion on the related concepts of problem situational teaching, the current research situation at home and abroad, the theoretical basis and so on, and takes the Lower Volume of Biology in the seventh grade of compulsory education as the carrier. Combined with the specific characteristics of biology in junior high school and the cognitive development level of junior middle school students, this paper puts forward the concrete principles and ways of creating problem situation in biology classroom teaching in junior high school, and constructs the model of problem situation teaching. The design and analysis of specific teaching cases can provide some reference for teaching or research. This study also adopts the experimental method of pre-test and pre-test to carry out practical research on problem situation teaching. According to the data collected from questionnaire survey, interview survey and classroom observation, the following conclusions can be drawn: problem situation teaching can improve students' interest in biology learning, problem awareness and learning effect, improve students' learning style, and improve students' learning style. The relationship between teachers and students and classroom atmosphere can also improve teachers' teaching level and ability.
【學(xué)位授予單位】：閩南師范大學(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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