本文選題：概念圖策略 + 高中生物學教學��； 參考：《四川師范大學》2015年碩士論文

【摘要】：新課程改革基本理念中強調,要力圖促進學生學習方式的改革,引導學生主動參與學習過程,逐步培養(yǎng)學生獲取新知識的能力以及交流與合作的能力。高中生物教材針對這一理念,在每章檢測題中都以“概念圖”的形式要求學生對學過的知識進行系統(tǒng)的梳理、構建,力求通過這種方式逐漸改變學生死記硬背的傳統(tǒng)學習方式,更好的落實新課程改革理念。從學生學習生物學科的情況來看,比較困難的是無法準確記憶零散的基礎知識,因此也就不能將相關知識恰當的關聯(lián),無法進行知識的系統(tǒng)構建。基于以上情況,提出本課題。通過對“概念圖”相關理論的收集、整理,對高中生物教材必修3《內環(huán)境與穩(wěn)態(tài)》進行梳理,先選出適合實施“概念圖策略”的內容,在教師的“教”,學生的“學”,教學評價三個方面實踐“概念圖策略”。其中,教師的“教”主要包含在教學內容的準備、教學設計中應用“概念圖策略”;學生的“學”主要包含在新知識的學習、舊知識的復習、試卷評講中的學習中應用“概念圖策略”;教學評價中“概念圖策略”的實施則一直貫穿在教師的“教”和學生的“學”中。在教學實踐中,選定所教兩個班級分別作為實驗組和對照組,主要針對《內環(huán)境與穩(wěn)態(tài)》中適合“概念圖策略”的教學內容進行實踐,實踐后從學生的訪談記錄和學生實踐前后的考試成績來分析,結果表明:“概念圖策略”的應用,讓學生學習更輕松,學生逐漸改變傳統(tǒng)的機械學習方式為有意義學習;學生學習成績有了一定程度的提高,學習更有信心;讓教師的教學更有的放矢,針對性更強了。綜合來看,教學的有效性有所提高。當然,在實踐過程中也有很多不足,比如沒有針對不同的學生,制定更細化的實施策略,沒能做到因人而宜;實踐時間不夠長,實驗對象數量不多,實驗數據處理不夠細化。在以后的教學中,應認真思考如何能更好的實施“概念圖策略”,有助于教學有效性的提高。
[Abstract]:In the basic idea of the new curriculum reform, it is emphasized that we should try hard to promote the reform of students' learning style, guide students to take part in the learning process, and gradually cultivate students' ability to acquire new knowledge and to communicate and cooperate. In view of this concept, the senior high school biology textbook requires the students to systematically comb and construct the knowledge they have learned in the form of "concept map" in each chapter of the examination questions, in an effort to gradually change the traditional learning method of rote memorization through this way. Better implement the new curriculum reform concept. From the point of view of students' study of biology, it is more difficult to accurately remember the scattered basic knowledge, so they can not relate the relevant knowledge properly, and can not build the system of knowledge. Based on the above situation, this subject is put forward. Through the collection and arrangement of the related theories of "concept map", this paper sorts out the required course 3 "Internal Environment and steady State" of senior high school biology teaching material, and selects the content suitable for implementing "concept map strategy", which can be used in teachers'"teaching" and students'"learning". Practice concept Map Strategy in three aspects of Teaching Evaluation. Among them, the teacher's "teaching" mainly includes the preparation of the teaching content, the application of the "concept map strategy" in the teaching design, the student's "learning" mainly includes the study of the new knowledge, the review of the old knowledge, "concept map strategy" is applied in the study of examination paper evaluation, and the implementation of "concept map strategy" in teaching evaluation runs through teachers'"teaching" and students'"learning". In the teaching practice, the two classes were chosen as the experimental group and the control group respectively. The results show that the application of "concept map strategy" makes students learn more easily, and students gradually change the traditional mechanical learning to meaningful learning; Students have a certain degree of improvement in academic performance, learning more confident, so that teachers more targeted, more targeted. Overall, the effectiveness of teaching has been improved. Of course, there are many shortcomings in the process of practice, such as not for different students, the formulation of more detailed implementation strategies, failed to achieve appropriate for people; practice time is not long enough, the number of experimental objects is not enough, experimental data processing is not enough. In the future teaching, we should seriously consider how to better implement the concept map strategy, which is helpful to the improvement of teaching effectiveness.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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本文編號：2072899