【摘要】：新課改理念下的初中生物課程改革進(jìn)行的如火如荼,大多數(shù)學(xué)者把關(guān)注點(diǎn)放在課堂教學(xué)設(shè)計(jì)上。課后練習(xí)是初中生物課程的重要組成部分,是促進(jìn)初中生物有效教學(xué)的重要環(huán)節(jié),然而并沒有引起教師及其他教育工作者足夠的重視。研究初中生物課后練習(xí)的理論與實(shí)踐,是豐富生物課程理論、指導(dǎo)生物課后練習(xí)編制的需要。本研究運(yùn)用邏輯思維方法、文獻(xiàn)法、問卷法,以“初中生物課后練習(xí)”為研究對象。對濟(jì)南市中等程度初中的48名教師和200名學(xué)生進(jìn)行了關(guān)于“初中生物課后練習(xí)現(xiàn)狀”的問卷調(diào)查。分析數(shù)據(jù)得出初中生物課后練習(xí)具有自創(chuàng)度低,分層設(shè)計(jì)較少,類型和評析方式單一等問題。針對這些問題,筆者對部分教師和學(xué)生進(jìn)行了訪談,深入探討和思考造成課后練習(xí)現(xiàn)狀的原因。結(jié)合國內(nèi)外相關(guān)研究的進(jìn)展與不足,明確本研究的方向:建構(gòu)初中生物課后練習(xí)設(shè)計(jì)與實(shí)施過程的理論框架。論文分為六個部分。第一部分是問題的提出,論述了本研究的研究背景、現(xiàn)狀和意義,指出了本研究的研究方法、思路和特色;第二部分為初中生物課后練習(xí)的概述,其內(nèi)容包括初中生物課后練習(xí)的理論基礎(chǔ)、功能、類型等;第三部分為初中生物課后練習(xí)的現(xiàn)狀調(diào)查,包含問卷的編制和施測過程、調(diào)查的對象與目的、問卷的維度說明、數(shù)據(jù)的統(tǒng)計(jì)與分析、調(diào)查結(jié)果及原因分析等;第四部分是本文的重點(diǎn)所在,該部分從準(zhǔn)備階段、編制階段、實(shí)施階段、評析階段、反思階段五個階段闡述了“初中生物課后練習(xí)的設(shè)計(jì)與實(shí)施過程”,構(gòu)建了比較全面的初中生物課后練習(xí)設(shè)計(jì)與實(shí)施的理論體系,這也是本研究最大的價(jià)值和特色所在;第五部分是初中生物課后練習(xí)案例,根據(jù)第二部分對課后練習(xí)的分類,逐一給出案例和說明,并鑒于課后練習(xí)的系統(tǒng)性和完整性,以《物質(zhì)運(yùn)輸?shù)妮d體》為例給出一個具體課時(shí)的案例,將研究結(jié)果拿給大學(xué)教師、一線教師及教研員評閱,結(jié)合評論進(jìn)行修正、完善;第六部分是研究的結(jié)論、研究的不足以及今后可能的研究方向。本研究的研究結(jié)論是:第一,初中生物課后練習(xí)的現(xiàn)狀不容樂觀;第二,初中生物課后練習(xí)的設(shè)計(jì)與實(shí)施包括五個階段:準(zhǔn)備階段、編制階段、實(shí)施階段、評析階段和反思階段;第三,初中生物課后練習(xí)設(shè)計(jì)是一項(xiàng)系統(tǒng)工程;第四,筆者闡述的“初中生物課后練習(xí)設(shè)計(jì)與實(shí)施過程”有利于指導(dǎo)初中生物課后練習(xí)的實(shí)踐。
[Abstract]:The biology curriculum reform of junior high school under the new curriculum reform concept is in full swing, most scholars pay attention to the classroom teaching design. After-school practice is an important part of junior high school biology curriculum and an important link to promote the effective teaching of junior high school biology. However, it has not attracted enough attention from teachers and other educators. It is necessary to study the theory and practice of biology practice in junior middle school. In this study, logical thinking method, literature method, questionnaire method, taking junior high school biology after class exercise as the research object. In this paper, 48 teachers and 200 students of junior middle school in Jinan city were investigated about the present situation of biology practice in junior high school. The analysis results show that junior middle school biology exercises have low degree of self-creation, less layering design, single types and evaluation methods. In view of these problems, the author conducted interviews with some teachers and students to explore and think deeply about the reasons for the present situation of after-class exercises. Combined with the progress and deficiency of related research at home and abroad, this paper clarifies the direction of this study: to construct the theoretical framework of the design and implementation process of biology exercises in junior high school. The paper is divided into six parts. The first part is the question, discusses the research background, current situation and significance of this study, points out the research methods, ideas and characteristics of this study; the second part is a summary of biology practice in junior high school. The content includes the theory foundation, function, type and so on; the third part is the current situation survey of biology practice in junior high school, including the process of compiling and implementing the questionnaire, the object and purpose of the survey, and the dimension explanation of the questionnaire. The fourth part is the focus of this paper, this part from the preparation stage, implementation stage, evaluation stage, In the five stages of reflection, the author expounds the design and implementation process of junior middle school biology after-class exercises, and constructs a relatively comprehensive theoretical system for the design and implementation of junior middle school biology after-class exercises, which is also the greatest value and characteristic of this study. The fifth part is the junior middle school biology after class practice cases, according to the second part of the classification of after-class exercises, one by one given the case and explanation, and in view of the system and integrity of after-school exercises, Take "Carrier of material Transport" as an example to give a case of specific class hours, and present the results of the study to university teachers, front-line teachers and teaching and research staff for review, and amend and improve the results in combination with the comments; the sixth part is the conclusion of the research. The deficiency of the research and the possible research direction in the future. The conclusions of this study are as follows: first, the current situation of biology practice in junior high school is not optimistic; second, the design and implementation of biology practice in junior high school includes five stages: preparation stage, implementation stage, and so on. Evaluation and reflection stage; third, junior high school biology after-class practice design is a system engineering; fourth, the author elaborated the "junior middle school biology after-class practice design and implementation process" is conducive to guiding junior high school biology after-class practice.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.91

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