發(fā)布時(shí)間：2018-08-25 13:14

【摘要】：基于課程改革、人才培養(yǎng)和教師自身發(fā)展的要求,本研究提出了高中生物“問題導(dǎo)學(xué)”教學(xué)模式。本研究首先借鑒國內(nèi)外相關(guān)研究分析了高中生物“問題導(dǎo)學(xué)”教學(xué)模式的相關(guān)概念和理論基礎(chǔ)；總結(jié)歸納出“問題導(dǎo)學(xué)”教學(xué)模式的操作程序：創(chuàng)設(shè)情境,提出問題：深入情境,解決并發(fā)現(xiàn)問題；討論反饋問題；篩選有效問題；精講疑難問題；個(gè)性總結(jié)與評價(jià)；鞏固提高,衍生問題。同時(shí)提出可行的操作策略及評價(jià)方式。然后,通過準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)①對研究對象進(jìn)行五個(gè)月的教學(xué)實(shí)驗(yàn)。通過前測發(fā)現(xiàn)兩組學(xué)生的生物學(xué)習(xí)情況沒有顯著差異；實(shí)驗(yàn)教學(xué)結(jié)束后采用Z檢驗(yàn)對兩組分?jǐn)?shù)的差異性進(jìn)行顯著性檢驗(yàn),得出Z后為2.346。顯然后測中兩組分?jǐn)?shù)的差異性顯著,由此初步得出：該模式有利于提高學(xué)生的生物學(xué)業(yè)成績。與此同時(shí),還進(jìn)行了問卷調(diào)查,調(diào)查數(shù)據(jù)顯示兩組.學(xué)生在學(xué)習(xí)興趣、自主學(xué)習(xí)習(xí)慣與問題意識等方面的Z檢驗(yàn)結(jié)果均大于2.58,差異性顯著,初步說明了該教學(xué)模式對學(xué)生學(xué)習(xí)興趣、自主學(xué)習(xí)習(xí)慣與問題意識、思維能力與知識建構(gòu)能力的提升是有幫助的。另外,通過直接比較分析得出,該模式對增強(qiáng)學(xué)生的探究意識與實(shí)踐能力也起到有效的促進(jìn)作用。最后,對本研究進(jìn)行反思和設(shè)想,并對教學(xué)過程中出現(xiàn)的問題提出建議。
[Abstract]:Based on the requirements of curriculum reform, talent training and teachers' own development, this study puts forward the teaching mode of "problem guidance" in senior high school biology. This study first analyzes the related concepts and theoretical basis of the teaching mode of "problem guidance" in senior high school biology, and summarizes the operating procedure of the teaching mode of "problem guidance": creating situation, Put forward the question: go deep into the situation, solve and discover the problem; discuss the feedback problem; screen the effective problem; elaborate on the difficult problem; summarize and evaluate the personality; consolidate and improve, derivative problem. At the same time, the feasible operation strategy and evaluation method are put forward. Then, through the quasi-experiment design 1, the research object carries on the five-month teaching experiment. It was found that there was no significant difference between the two groups of students in biological learning by pre-test, and the difference of scores between the two groups was tested by Z test after the end of experiment teaching, and it was 2.346 after Z. Obviously, the difference between the two groups in the post test is significant, and it is concluded that this model is beneficial to the improvement of students' biological academic achievement. At the same time, a questionnaire survey, survey data show two groups. The Z test results of students in learning interest, autonomous learning habit and problem consciousness are all more than 2.58, and the difference is significant. It shows that this teaching model has great influence on students' learning interest, autonomous learning habit and problem consciousness. The improvement of thinking ability and knowledge construction ability is helpful. In addition, through direct comparative analysis, this model also plays an effective role in enhancing students' inquiry consciousness and practical ability. Finally, this study is reflected and conceived, and some suggestions are put forward to the problems in the course of teaching.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.91

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