本文選題：初中生物 + 生物課堂游戲教學��； 參考：《江西師范大學》2015年碩士論文

【摘要】：學業(yè)不良生雖只是一個班級中的一部分,容忍其存在卻與義務教育生物學課程標準(2011年版)中“面向全體學生”的基本理念相悖。為促進每個學生發(fā)展生物科學素養(yǎng),教師就必須考慮對生物學學業(yè)不良生的轉化。針對學業(yè)不良的轉化,人們最近提出了學業(yè)不良干預反應模型。其第一級干預主張在普通課堂中進行,主要是通過優(yōu)化教學方法,針對性扭轉“成績缺憾生”的學業(yè)不良。筆者施行的生物課堂游戲教學就是模型的第一級干預。游戲教學是對傳統(tǒng)講授式教學的一種變革,它是一種教學方法,更是一種教學思想。愉悅有趣的生物游戲課堂突出了學生的主體地位,賦予了他們選擇、表達的權力,使他們對學習的完成具有了更多的責任感。筆者期望這些初中生物學學業(yè)不良生能夠投入其中,使自己的“成績缺憾”得以轉化。為了驗證課堂游戲教學對初中生物學業(yè)不良轉化的有效性,本研究采用了課堂觀察、訪談、文獻檢索和對照實驗,對課堂游戲教學轉化初中生物學業(yè)不良的效果進行了初步探討。實驗發(fā)現(xiàn),實驗班實驗對象的課后作業(yè)完成質量、生物學業(yè)成績提高速度,在測試中表現(xiàn)出的對“變異”、“可遺傳變異”、“不遺傳變異”的掌握水平都高于對照班,這說明了生物課堂游戲教學對生物學業(yè)不良生的轉化具有效果。
[Abstract]:Although underachievers are only a part of a class, tolerating their existence runs counter to the basic idea of "facing all students" in the Biology Curriculum Standard of compulsory Education (2011 edition). In order to promote the development of biological science literacy, teachers must consider the transformation of biology students. In view of the transformation of academic disabilities, people have recently proposed a model of adverse academic intervention reaction. The first level of intervention advocated in the ordinary classroom, mainly through the optimization of teaching methods, targeted reversal of "achievement regret students" academic disabilities. The biology classroom game teaching carried out by the author is the first level intervention of the model. The game teaching is a kind of reform to the traditional teaching, it is a teaching method, it is also a kind of teaching thought. The pleasant and interesting biology game classroom highlights the students' main position, gives them the right to choose and express, and makes them more responsible for the completion of their study. The author hopes that these junior high school biology students can invest in it, so that their own "achievement defect" can be transformed. In order to verify the effectiveness of classroom game teaching in transforming biological learning disabilities into junior high school students, this study used classroom observation, interviews, literature retrieval and controlled experiments. The effect of classroom game teaching on junior middle school biology is discussed. The experiment found that the quality of after-school homework and the speed of biological academic achievement were improved in the experimental class, and the mastery of "variation", "genetic variation" and "non-genetic variation" in the test were all higher than those in the control class. This shows that the teaching of biology classroom games has an effect on the transformation of students with biological learning disabilities.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

【參考文獻】

相關期刊論文 前7條

1 陳栩;郭斯萍;;國外學習困難學生研究綜述[J];教育科學研究;2006年06期

2 鐘啟泉;差生教育的若干視點[J];上海教育科研;1995年05期

3 宋玉蓉;;生物課堂中對話乏力的分析與校正[J];中學生物教學;2014年Z1期

4 李醒東;贊科夫論差生和差生教育[J];外國教育研究;1997年05期

5 吳增強，虞慕鏞;初中學業(yè)不良學生習得性無能研究[J];心理科學;1995年02期

6 辛自強,俞國良;學習不良的界定與操作化定義[J];心理學動態(tài);1999年02期

7 詹啟東;陳鶴琴關于幼兒心理特點和幼兒智力開發(fā)思想述略[J];新余高專學報;2004年01期

相關碩士學位論文 前1條

1 黃宇宏;高中生生物學學業(yè)不良成因分析及其對策研究[D];華東師范大學;2008年

，

本文編號：2035051