“先行組織者教學策略”在高中生物概念教學中的應(yīng)用
發(fā)布時間：2018-10-10 10:22
【摘要】：生物課程標準對生物概念非常重視。新一輪課程改革雖取得了很大的成效,但是由于少數(shù)教師對新課程理念的認識存在誤區(qū),加之多種因素的限制使得高中生物概念教學的效果不夠理想,依然存在不少問題。1960年,美國教育學家奧蘇貝爾(David Ausubel)首次提出了先行組織者(Advance Organizer),旨在幫助學生在新知識與認知結(jié)構(gòu)中的舊知識架起橋梁,達到知識間的整合。為了提升生物概念教學質(zhì)量,以先行組織者教學策略來學習生物概念就顯得異常重要。國內(nèi)外對先行組織者的研究有較長的歷史,對先行組織者的研究主要體現(xiàn)在對先行組織者的定義、特征、呈現(xiàn)方式、作用、策略應(yīng)用及案例分析等方面。無論是理論還是實際方面,這些研究都極大地豐富了先行組織者的探究內(nèi)容。本研究將主要從理論和實踐兩個層面展開探討。理論方面,以先行組織者為依據(jù),對先行組織者進行了相關(guān)的理論研究。包括先行組織者的設(shè)計原則、設(shè)計不同類型先行組織者的策略、實施步驟、課堂教學中的應(yīng)用及人教版生物教材中的先行組織者等幾個方面進行了研究。實踐方面,本研究選取了寶雞市普通高級中學虢鎮(zhèn)中學高一(4)、(6)班的全部學生作為被試,將兩個班級上學期期末考試成績作為前測,這兩個班級之間生物成績、人數(shù)和性別等方面無顯著性差異。高一(4)班作為實驗班,運用先行組織者教學策略開展教學；而高一(6)班則作為對照班,按照傳統(tǒng)的講授教學法進行教學。本次實驗選取三個重要的且具有代表性的生物概念作為實驗。通過概念教學后進行后測,將兩個班級的成績進行比較,分析先行組織者教學策略對學生學習效果、不同程度學生學習影響、性別等方面的影響。最后,對高一(4)班學生進行先行組織者評價的調(diào)查問卷,主要從該教學策略對學生的興趣、態(tài)度、學習方式的轉(zhuǎn)變等方面進行分析。本研究得到以下結(jié)論：(1)生物概念的學習和保持效果：先行組織者教學策略能夠促進高中生對生物概念的學習與保持,可提高學生的生物概念學習成績。對優(yōu)等生學生的作用效果更顯著,對已有認知結(jié)構(gòu)不完善的學生沒有表現(xiàn)出顯著性差異。(2)性別差異：從某些方面分析,先行組織者教學策略可能更能促進男生學習高中生物概念,提高男生思維的靈活度。這可能與男女生的學習方法、思維習慣等有關(guān)。(3)學習方式：先行組織者的引入,可改善學生學習生物概念的方式,但效果不顯著,只有少量的學生可以把先行組織者的相關(guān)的學習方法遷移到其他學科的學習中。(4)興趣和信心：先行組織者教學策略能提高學生學習生物概念的興趣和信心,為學習者學習做好認知與情感的準備,提升學習者對學習生物學科的熱情。
[Abstract]:Biology curriculum standards attach great importance to biological concepts. Although the new round of curriculum reform has achieved great results, there are still many problems in the teaching of biology concept in senior high school because of the misunderstanding of a few teachers' understanding of the concept of new curriculum and the limitation of many factors. (David Ausubel), an American educator, proposed for the first time that (Advance Organizer), the leading organizer, aims to help students build bridges between new knowledge and old knowledge in cognitive structure and achieve the integration of knowledge. In order to improve the teaching quality of biological concept, it is very important to study biological concept with the teaching strategy of leading organizer. There is a long history at home and abroad in the study of the leading organizer, which is mainly embodied in the definition, characteristics, presentation mode, role, strategy application and case analysis of the leading organizer. Both theoretical and practical aspects, these studies have greatly enriched the research content of the advance organizer. This study will be mainly discussed from the theoretical and practical aspects. In theory, based on the advance organizer, the related theoretical research on the leading organizer is carried out. It includes the design principle of the leading organizer, the strategy of designing different types of advance organizer, the steps of implementation, the application of classroom teaching and the leading organizer in the teaching of biology. In practice, this study selected all the students of Grade 1 (4), (6) of Guozhen Middle School in Baoji City as subjects, taking the final examination results of the two classes as the pre-test, and the biological scores between the two classes. There was no significant difference in number and sex. As the experimental class, the first (4) class of senior high school used the teaching strategy of the organizer in advance, while the class 6 of the first year of senior high school was used as the control class, and the teaching was carried out according to the traditional teaching method. Three important and representative biological concepts are selected as experiments. Through the post-test after the concept teaching, the results of the two classes were compared, and the influence of the first organizer's teaching strategy on the students' learning effect, the influence of different degrees of students' learning, the gender and so on were analyzed. Finally, the questionnaire for the first organizer evaluation of the first (4) class students is mainly analyzed from the aspects of the interest, attitude and learning style of the students in the teaching strategy. The main conclusions of this study are as follows: (1) the effect of learning and maintaining biological concept: the teaching strategy of advance organizer can promote the learning and maintenance of biological concept in senior high school students, and can improve the students' learning achievement of biological concept. The effect on the excellent students is more significant, but there is no significant difference for the students with imperfect cognitive structure. (2) gender differences: from some aspects, The teaching strategy of the leading organizer may promote boys to learn biological concepts in senior high school and improve the flexibility of boys' thinking. This may be related to the learning methods and thinking habits of male and female students. (3) Learning style: the introduction of leading organizers can improve the way students learn biological concepts, but the effect is not significant. Only a small number of students can transfer the relevant learning methods of the leading organizers to the study of other subjects. (4) interest and confidence: the teaching strategies of the leading organizers can enhance students' interest and confidence in learning biological concepts. To prepare learners for cognitive and emotional learning, and to promote learners' enthusiasm for learning biology.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91
本文編號：2261421
[Abstract]:Biology curriculum standards attach great importance to biological concepts. Although the new round of curriculum reform has achieved great results, there are still many problems in the teaching of biology concept in senior high school because of the misunderstanding of a few teachers' understanding of the concept of new curriculum and the limitation of many factors. (David Ausubel), an American educator, proposed for the first time that (Advance Organizer), the leading organizer, aims to help students build bridges between new knowledge and old knowledge in cognitive structure and achieve the integration of knowledge. In order to improve the teaching quality of biological concept, it is very important to study biological concept with the teaching strategy of leading organizer. There is a long history at home and abroad in the study of the leading organizer, which is mainly embodied in the definition, characteristics, presentation mode, role, strategy application and case analysis of the leading organizer. Both theoretical and practical aspects, these studies have greatly enriched the research content of the advance organizer. This study will be mainly discussed from the theoretical and practical aspects. In theory, based on the advance organizer, the related theoretical research on the leading organizer is carried out. It includes the design principle of the leading organizer, the strategy of designing different types of advance organizer, the steps of implementation, the application of classroom teaching and the leading organizer in the teaching of biology. In practice, this study selected all the students of Grade 1 (4), (6) of Guozhen Middle School in Baoji City as subjects, taking the final examination results of the two classes as the pre-test, and the biological scores between the two classes. There was no significant difference in number and sex. As the experimental class, the first (4) class of senior high school used the teaching strategy of the organizer in advance, while the class 6 of the first year of senior high school was used as the control class, and the teaching was carried out according to the traditional teaching method. Three important and representative biological concepts are selected as experiments. Through the post-test after the concept teaching, the results of the two classes were compared, and the influence of the first organizer's teaching strategy on the students' learning effect, the influence of different degrees of students' learning, the gender and so on were analyzed. Finally, the questionnaire for the first organizer evaluation of the first (4) class students is mainly analyzed from the aspects of the interest, attitude and learning style of the students in the teaching strategy. The main conclusions of this study are as follows: (1) the effect of learning and maintaining biological concept: the teaching strategy of advance organizer can promote the learning and maintenance of biological concept in senior high school students, and can improve the students' learning achievement of biological concept. The effect on the excellent students is more significant, but there is no significant difference for the students with imperfect cognitive structure. (2) gender differences: from some aspects, The teaching strategy of the leading organizer may promote boys to learn biological concepts in senior high school and improve the flexibility of boys' thinking. This may be related to the learning methods and thinking habits of male and female students. (3) Learning style: the introduction of leading organizers can improve the way students learn biological concepts, but the effect is not significant. Only a small number of students can transfer the relevant learning methods of the leading organizers to the study of other subjects. (4) interest and confidence: the teaching strategies of the leading organizers can enhance students' interest and confidence in learning biological concepts. To prepare learners for cognitive and emotional learning, and to promote learners' enthusiasm for learning biology.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91
【參考文獻】
相關(guān)期刊論文 前2條
1 陶銅筑;生物教學中的“先行組織者”[J];貴州教育;2003年06期
2 張愛卿,劉華山,劉玲玲;“先行組織者”教學策略在中學歷史教學中的實驗研究[J];心理發(fā)展與教育;2000年02期
，本文編號：2261421
本文鏈接：http://sikaile.net/jiaoyulunwen/chuzhongjiaoyu/2261421.html
最近更新
教材專著
