本文選題：基于問題的學(xué)習(xí)(PBL) + 教學(xué)設(shè)計(jì)�。� 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：隨著高校擴(kuò)招和教育改革的逐步開展,過去精英式的教學(xué)方法已不再適用。新課程教學(xué)理念對學(xué)生技能和情感態(tài)度價(jià)值觀等方面提出了更高的要求。以促進(jìn)學(xué)生掌握靈活的知識(shí)基礎(chǔ)和發(fā)展高層次的思維技能、解決問題能力及自主學(xué)習(xí)能力為目的的PBL(即“Problem-based Learning”也稱之為“基于問題的學(xué)習(xí)”)教學(xué)模式的出現(xiàn)正是恰逢其時(shí)。本研究致力于探討如何將PBL教學(xué)模式應(yīng)用于中學(xué)生物學(xué)的教學(xué)中,如何設(shè)計(jì)中學(xué)生物學(xué)PBL教學(xué)。通過文獻(xiàn)分析法,筆者對過往眾多學(xué)者對PBL的研究進(jìn)行了梳理,從理論上對PBL的基本要素進(jìn)行了分析。其后,筆者選取了國際上將PBL應(yīng)用于中學(xué)教學(xué)最成功的IMSA(Illinois Mathematics and Science Academy,即伊利諾伊州數(shù)學(xué)與科學(xué)學(xué)院)的PBL模式和我國盛群力等學(xué)者的PBL教學(xué)模式作為代表進(jìn)行了比較分析,將PBL教學(xué)模式總結(jié)為四個(gè)基本環(huán)節(jié):課程準(zhǔn)備,問題引入,引導(dǎo)探究和成果反思。結(jié)合四川師范大學(xué)生物課程與教學(xué)論專家徐作英教授的新課程教學(xué)設(shè)計(jì)理念,本研究設(shè)計(jì)出適用于我國中學(xué)生物學(xué)教學(xué)的PBL教學(xué)設(shè)計(jì)模型。文章主體部分,筆者以從IMSA和GCSC獲得的中學(xué)PBL教學(xué)設(shè)計(jì)作為案例,對研究得出的PBL教學(xué)設(shè)計(jì)模型中的主要操作步驟進(jìn)行了進(jìn)一步闡釋和說明。以《普通高中生物課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》和中學(xué)生物學(xué)教學(xué)內(nèi)容為基礎(chǔ),筆者依據(jù)自主建構(gòu)的PBL教學(xué)設(shè)計(jì)模型設(shè)計(jì)了一個(gè)中學(xué)生物學(xué)PBL教學(xué)設(shè)計(jì)。隨后通過用問卷調(diào)查數(shù)據(jù)構(gòu)建結(jié)構(gòu)方程模型,證明了教學(xué)設(shè)計(jì)及教學(xué)設(shè)計(jì)模型的可行性。在文章的最后,筆者對本研究的成果做了簡要總結(jié),對文章的缺漏和不足之處進(jìn)行了反思,提出了進(jìn)一步研究的建議,并指出將PBL教學(xué)模式應(yīng)用于實(shí)際課堂教學(xué)仍待解決的問題。筆者相信,PBL教學(xué)模式必將在我國大放異彩。
[Abstract]:With the expansion of college enrollment and the gradual development of educational reform, the past meritocracy teaching method is no longer applicable. The new curriculum teaching concept puts forward higher requirements on students' skills, emotional attitude and values. The appearance of PBL (Problem-based Learning), which aims at promoting students to master flexible knowledge base and develop high-level thinking skills, problem-solving ability and autonomous learning ability, is just the right time. This study is devoted to exploring how to apply PBL teaching model to biology teaching in middle school and how to design PBL teaching in middle school biology. Through literature analysis, the author combed the previous researches on PBL and theoretically analyzed the basic elements of PBL. Then, the author chooses the PBL model of Issa (Illinois Mathematics and Science Academy), which is the most successful international application of PBL in middle school teaching, and the PBL teaching model of Chinese scholars such as Sheng Qunli as the representative of the PBL teaching model, which is the most successful model of IMSA (Illinois Mathematics and Science Academy). The PBL teaching model is summarized into four basic links: curriculum preparation, problem introduction, guided inquiry and achievement reflection. Combined with the new curriculum teaching design concept of Professor Xu Zuoying, an expert in biology curriculum and teaching theory of Sichuan normal University, this study designed a PBL teaching design model suitable for biology teaching in middle schools in China. In the main part of the article, the author takes the PBL teaching design obtained from IMSA and GCSC as a case study, and further explains the main operation steps in the PBL teaching design model. Based on the Biology Curriculum Standard (experiment) of General Senior Middle School and the teaching content of biology in middle school, the author designs a PBL teaching design for middle school biology according to the self-constructed PBL teaching design model. Then, the structural equation model is constructed with questionnaire data, which proves the feasibility of teaching design and teaching design model. At the end of the article, the author makes a brief summary of the results of this study, reflects on the shortcomings and shortcomings of the article, and puts forward some suggestions for further research. And points out that PBL teaching model is still to be solved in practical classroom teaching. The author believes that the PBL teaching model will shine brilliantly in our country.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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本文編號(hào)：2085529