高中生物主體性教學(xué)的實(shí)踐和反思
發(fā)布時(shí)間：2018-08-03 08:51
【摘要】：隨著知識(shí)經(jīng)濟(jì)時(shí)代的到來(lái),科學(xué)技術(shù)的迅猛發(fā)展,人的主體地位的提高,終身教育實(shí)踐才得深入。因此,學(xué)習(xí)與發(fā)展是當(dāng)今教育的主題。2012年廣西開(kāi)始新課改,是全國(guó)最后一個(gè)進(jìn)入課改的地區(qū)。隨著新課程改革的實(shí)施,教師的課堂教學(xué)改革也成為熱點(diǎn)。廣西由于地理位置、經(jīng)濟(jì)落后、人口素質(zhì)低,而受教育者人數(shù)多,課改的順利進(jìn)行顯得極其重要。同時(shí)受多種因素的影響,高中生物課改的實(shí)施困難重重,傳統(tǒng)的“滿(mǎn)堂灌”的教學(xué)方式依然根深蒂固,學(xué)生的主體地位難以體現(xiàn),教師迷茫自身的地位。本文是筆者試圖通過(guò)探索主體性教學(xué)在廣西高中生物中的實(shí)踐及反思,力求反映出在新課革中廣西教育陣地存在的問(wèn)題。本文研究主要采用了文獻(xiàn)研究法、調(diào)查研究法、案例研究法、比較研究法、統(tǒng)計(jì)分析法等,具體內(nèi)容分為六章。實(shí)踐研究前對(duì)廣西高中部分師生進(jìn)行生物主體性教學(xué)的問(wèn)卷調(diào)查,同時(shí)分析調(diào)查數(shù)據(jù),并引發(fā)關(guān)于廣西高中主體性教學(xué)實(shí)施的問(wèn)題思考。結(jié)合自身的教學(xué)實(shí)踐嘗試從教學(xué)的準(zhǔn)備、教學(xué)的實(shí)施、教學(xué)的評(píng)價(jià)和教學(xué)的反思等方面進(jìn)行高中生物主體性教學(xué)的策略探討,構(gòu)建了“導(dǎo)學(xué)——自學(xué)——討論——構(gòu)建”的具體教學(xué)模式。并結(jié)合筆者的教學(xué)實(shí)際進(jìn)行主體性教學(xué)在高中生物課堂中的實(shí)踐與分析,采用學(xué)校的同一年級(jí)的兩個(gè)平行班(1302班、1304班)進(jìn)行實(shí)踐研究,一個(gè)班(1304班)進(jìn)行傳統(tǒng)教學(xué),作為對(duì)照組,另一個(gè)班(1302班)進(jìn)行主體性教學(xué),作為實(shí)驗(yàn)組進(jìn)行對(duì)比研究。實(shí)踐研究發(fā)現(xiàn)僅在分?jǐn)?shù)的考評(píng)制度下,主體性教學(xué)取得一定的教學(xué)效果,教學(xué)質(zhì)量?jī)?yōu)于傳統(tǒng)教學(xué)。但教學(xué)效果受教學(xué)條件的限制、考試制度的影響、教師水平的制約、學(xué)生水平的約束等方面影響。筆者教學(xué)實(shí)踐發(fā)現(xiàn)：在教育改革的實(shí)踐中,主體性教學(xué)理念與高中生物新課程改革的基本理念與課程目標(biāo)相契合。主體性教學(xué)實(shí)現(xiàn)教學(xué)思想及方式的大轉(zhuǎn)變,教師塑造自身的主體意識(shí),建構(gòu)主體性教學(xué)的能力；同時(shí)激活學(xué)生的主體意識(shí),培養(yǎng)與提高學(xué)生的主體性,發(fā)揮學(xué)生在學(xué)習(xí)中的主動(dòng)性和持久性。主體性教學(xué)固然提高學(xué)生學(xué)習(xí)的興趣、積極性、主動(dòng)性和創(chuàng)造性,培養(yǎng)學(xué)生終身教育學(xué)習(xí)習(xí)慣。但主體性教學(xué)并不是用幾個(gè)案例、幾個(gè)活動(dòng)就達(dá)到目標(biāo),同時(shí)需要在整個(gè)高中生物教學(xué)中貫穿主體性培養(yǎng)的意識(shí)。目前,在當(dāng)前的人才選拔的考試制度下,同時(shí)在廣西受各種因素的影響,主體性教學(xué)并不是一把解決廣西生物教學(xué)改革問(wèn)題的萬(wàn)能鑰匙,而是主體性教學(xué)仍需和傳統(tǒng)教學(xué)方式有機(jī)結(jié)合、相互滲透,靈活地把握好主體性教學(xué)與傳統(tǒng)教學(xué)方式的尺度,才能從課堂教學(xué)中獲得效益。思考決定廣西生物課改開(kāi)展進(jìn)程的幾個(gè)方面,表明：新課改必需針對(duì)廣西的差異,制定更多符合的課改實(shí)施的方案。同時(shí)希望更多的教育研究者、專(zhuān)家更加關(guān)注廣西課改的發(fā)展,多提寶貴的意見(jiàn)和建議,幫助廣西早日實(shí)現(xiàn)教育的現(xiàn)代化。
[Abstract]:With the advent of the era of knowledge economy, the rapid development of science and technology, the improvement of the status of human beings and the deepening of the practice of lifelong education, learning and development are the theme of the new curriculum reform in Guangxi in the year.2012 of today's education. It is the last area in the country to enter the curriculum reform. With the implementation of the new curriculum reform, the teacher's classroom teaching reform is carried out. Because of the geographical position, the economic backwardness, the low quality of the population, and the number of educated people, the smooth progress of the curriculum reform is very important. At the same time, the implementation of the curriculum reform in high school is difficult to be carried out by many factors. The traditional teaching formula of "full" is still deeply rooted, and the main status of the students is difficult to be reflected. In this paper, the author tries to explore the practice and reflection of the subject teaching in Guangxi high school biology, and try to reflect the problems of Guangxi's educational position in the new course. This paper mainly adopts the literature research method, the investigation and research method, the case study method, the comparative research method, the statistical analysis method and so on. The content is divided into six chapters. Before the practical study, the questionnaire survey on the teaching of the students of high school in Guangxi was carried out, and the survey data were analyzed, and the problems about the implementation of the main teaching in high school in Guangxi were brought up. The preparation of teaching, the implementation of teaching, the evaluation of teaching and the reflection of teaching were tried in the practice of teaching practice in the course of the teaching of high school in Guangxi. In the aspect of the strategy of high school biology subject teaching, the concrete teaching mode of "guidance - self-study - Discussion - construction" was constructed, and the practice and analysis of subject teaching in high school biology class were carried out in combination with the author's teaching practice, and two parallel classes (class 1302, 1304 class) in the same grade of the school were carried out. In practice, one class (class 1304) carries out traditional teaching. As the control group, the other class (1302 class) conducts the subjective teaching as the experimental group. The practical study finds that the teaching quality is superior to the traditional teaching in the subjective teaching only under the score evaluation system, but the teaching effect is limited by the teaching conditions. The influence of the system, the influence of the examination system, the restriction of the teacher's level and the restraint of the students' level. The author has found that in the practice of the reform of education, the basic idea of the subject teaching and the basic idea of the new curriculum reform of high school biology correspond with the goal of the curriculum. The subjective consciousness of its own, the ability to construct the subject teaching; at the same time activating the students' subjective consciousness, cultivating and improving the students' subjectivity, giving full play to the initiative and persistence of the students in the study. The subjective teaching improves the students' interest, enthusiasm, initiative and creativity, and raises the students' lifelong education and learning habits. But the main body of the teaching is to cultivate the students' lifelong education and learning habits. Sex teaching is not a few cases, a few activities to achieve the goal, at the same time, the need for the whole high school biology teaching through the consciousness of the main body training. At present, under the current talent selection examination system, at the same time in Guangxi affected by various factors, the subjective teaching is not a solution to the problem of Guangxi biology teaching reform. The key is the key, but the subject teaching still needs to be combined with the traditional teaching methods, permeating each other, grasping the scale of the subjective teaching and the traditional teaching method flexibly, so as to get the benefit from the classroom teaching. At the same time, we hope more education researchers, experts pay more attention to the development of Guangxi curriculum reform, and give more valuable suggestions and suggestions to help Guangxi realize the modernization of education at an early date.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.91
本文編號(hào)：2161230
[Abstract]:With the advent of the era of knowledge economy, the rapid development of science and technology, the improvement of the status of human beings and the deepening of the practice of lifelong education, learning and development are the theme of the new curriculum reform in Guangxi in the year.2012 of today's education. It is the last area in the country to enter the curriculum reform. With the implementation of the new curriculum reform, the teacher's classroom teaching reform is carried out. Because of the geographical position, the economic backwardness, the low quality of the population, and the number of educated people, the smooth progress of the curriculum reform is very important. At the same time, the implementation of the curriculum reform in high school is difficult to be carried out by many factors. The traditional teaching formula of "full" is still deeply rooted, and the main status of the students is difficult to be reflected. In this paper, the author tries to explore the practice and reflection of the subject teaching in Guangxi high school biology, and try to reflect the problems of Guangxi's educational position in the new course. This paper mainly adopts the literature research method, the investigation and research method, the case study method, the comparative research method, the statistical analysis method and so on. The content is divided into six chapters. Before the practical study, the questionnaire survey on the teaching of the students of high school in Guangxi was carried out, and the survey data were analyzed, and the problems about the implementation of the main teaching in high school in Guangxi were brought up. The preparation of teaching, the implementation of teaching, the evaluation of teaching and the reflection of teaching were tried in the practice of teaching practice in the course of the teaching of high school in Guangxi. In the aspect of the strategy of high school biology subject teaching, the concrete teaching mode of "guidance - self-study - Discussion - construction" was constructed, and the practice and analysis of subject teaching in high school biology class were carried out in combination with the author's teaching practice, and two parallel classes (class 1302, 1304 class) in the same grade of the school were carried out. In practice, one class (class 1304) carries out traditional teaching. As the control group, the other class (1302 class) conducts the subjective teaching as the experimental group. The practical study finds that the teaching quality is superior to the traditional teaching in the subjective teaching only under the score evaluation system, but the teaching effect is limited by the teaching conditions. The influence of the system, the influence of the examination system, the restriction of the teacher's level and the restraint of the students' level. The author has found that in the practice of the reform of education, the basic idea of the subject teaching and the basic idea of the new curriculum reform of high school biology correspond with the goal of the curriculum. The subjective consciousness of its own, the ability to construct the subject teaching; at the same time activating the students' subjective consciousness, cultivating and improving the students' subjectivity, giving full play to the initiative and persistence of the students in the study. The subjective teaching improves the students' interest, enthusiasm, initiative and creativity, and raises the students' lifelong education and learning habits. But the main body of the teaching is to cultivate the students' lifelong education and learning habits. Sex teaching is not a few cases, a few activities to achieve the goal, at the same time, the need for the whole high school biology teaching through the consciousness of the main body training. At present, under the current talent selection examination system, at the same time in Guangxi affected by various factors, the subjective teaching is not a solution to the problem of Guangxi biology teaching reform. The key is the key, but the subject teaching still needs to be combined with the traditional teaching methods, permeating each other, grasping the scale of the subjective teaching and the traditional teaching method flexibly, so as to get the benefit from the classroom teaching. At the same time, we hope more education researchers, experts pay more attention to the development of Guangxi curriculum reform, and give more valuable suggestions and suggestions to help Guangxi realize the modernization of education at an early date.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.91
【參考文獻(xiàn)】
相關(guān)期刊論文 前1條
1 檀傳寶;試論教育主體性形態(tài)及其實(shí)現(xiàn)[J];南京師大學(xué)報(bào)(社會(huì)科學(xué)版);1995年02期
，本文編號(hào)：2161230
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