【摘要】：隨著教育改革的推進(jìn)與深入,我國(guó)基礎(chǔ)教育事業(yè)正在發(fā)生著日新月異的變化。課堂教學(xué)模式的改變是基礎(chǔ)教育改革的重要方面,許多地區(qū)的教學(xué)模式由原本的“教案教學(xué)”逐步轉(zhuǎn)變?yōu)榻陙?lái)教育專家和教育工作者所推崇的“學(xué)案教學(xué)”。學(xué)案教學(xué)是以學(xué)案為“載體”,以教師的引導(dǎo)調(diào)控為手段,突出學(xué)生自主學(xué)習(xí),注重學(xué)習(xí)方法指導(dǎo),注重培養(yǎng)學(xué)生的探究能力和創(chuàng)新意識(shí),有效地發(fā)展學(xué)生的綜合素質(zhì)、提高教與學(xué)雙方效益的教學(xué)模式。本文旨在通過(guò)呈現(xiàn)對(duì)學(xué)案教學(xué)現(xiàn)狀的調(diào)查與分析,使廣大師生更加全面、清楚的了解學(xué)案教學(xué)的現(xiàn)狀,以便更好地規(guī)劃今后的教學(xué)工作,從而提高教學(xué)質(zhì)量和全面實(shí)現(xiàn)素質(zhì)教育。為研究學(xué)案教學(xué)在當(dāng)前高中生物學(xué)教學(xué)過(guò)程中的應(yīng)用情況,作者通過(guò)文獻(xiàn)資料法、調(diào)查法、觀察法等教育研究方法,針對(duì)當(dāng)前學(xué)案在教學(xué)過(guò)程中使用現(xiàn)狀及存在的問(wèn)題進(jìn)行了調(diào)查研究。調(diào)查對(duì)象為山東省青島第三中學(xué)學(xué)生600名(高一至高三年級(jí)各隨機(jī)挑選四個(gè)班)和青島市部分高中教師40名。其中學(xué)生調(diào)查問(wèn)卷共發(fā)放600份,回收587份,其中有效問(wèn)卷570份,有效回收率是95%;教師調(diào)查問(wèn)卷共發(fā)放40份,回收40份,其中無(wú)效問(wèn)卷0份,有效回收率為100%。為了從更多方面對(duì)學(xué)案教學(xué)有一個(gè)全面了解,還對(duì)14名教師進(jìn)行了訪談。調(diào)查結(jié)果顯示,90%以上的學(xué)生認(rèn)為學(xué)案教學(xué)對(duì)提高其學(xué)習(xí)成績(jī)有所幫助,但是很多學(xué)生還沒(méi)有完全適應(yīng)學(xué)案教學(xué)模式,對(duì)于如何正確使用學(xué)案進(jìn)行學(xué)習(xí)還了解地不深,并且有超過(guò)一半的學(xué)生認(rèn)為學(xué)案教學(xué)并沒(méi)有改變其在課堂教學(xué)過(guò)程中被動(dòng)學(xué)習(xí)者的角色。超過(guò)80%的教師愿意繼續(xù)運(yùn)用學(xué)案輔助教學(xué),但是對(duì)學(xué)案及學(xué)案教學(xué)的理解與繼續(xù)學(xué)習(xí)、學(xué)案的編制等方面仍然存在不少問(wèn)題。由此可以看出,學(xué)案教學(xué)模式有利于提高高中學(xué)生的生物學(xué)習(xí)成績(jī),但是,還沒(méi)有充分發(fā)揮其理論優(yōu)勢(shì):即通過(guò)學(xué)案教學(xué)的實(shí)施,提高學(xué)生學(xué)習(xí)的主動(dòng)性,發(fā)展學(xué)生的探究能力和創(chuàng)新能力,使學(xué)生在課堂教學(xué)過(guò)程中從知識(shí)的被動(dòng)接受者轉(zhuǎn)變?yōu)橹R(shí)的主動(dòng)探索者。通過(guò)對(duì)調(diào)查結(jié)果的分析,作者認(rèn)為:要想增強(qiáng)學(xué)生的主體意識(shí)和探究能力,應(yīng)該從小培養(yǎng)學(xué)生學(xué)習(xí)習(xí)慣與方法;加強(qiáng)學(xué)生對(duì)于學(xué)案的認(rèn)識(shí)以及使用學(xué)案的方法指導(dǎo);加強(qiáng)教師對(duì)學(xué)案及學(xué)案教學(xué)的認(rèn)識(shí)與繼續(xù)學(xué)習(xí);增強(qiáng)教師學(xué)案的編制與學(xué)案教學(xué)能力;教育主管部門(mén)要加強(qiáng)教師培訓(xùn);在推行新教育模式與方法時(shí)要結(jié)合具體情況、因材施教;完善考試評(píng)價(jià)體系等。
[Abstract]:With the advancement and deepening of educational reform, the cause of basic education in our country is changing with each passing day. The change of classroom teaching mode is an important aspect of the basic education reform. The teaching mode in many areas has gradually changed from the original "teaching plan" to the "teaching plan" advocated by educational experts and educators in recent years. The teaching of learning plan is to take the case as the carrier, to take the teacher's guidance and regulation as the means, to stress the students' independent learning, to pay attention to the guidance of learning methods, to cultivate the students' inquiry ability and innovative consciousness, and to effectively develop the students' comprehensive quality. The teaching mode of improving the efficiency of both teaching and learning. The purpose of this paper is to make the teachers and students understand the present situation of the teaching plan more comprehensively and clearly through the investigation and analysis of the present situation of the teaching plan, in order to better plan the teaching work in the future. So as to improve the quality of teaching and the overall realization of quality education. In order to study the application of learning-plan teaching in the course of biology teaching in senior high school, the author adopts the methods of literature, investigation, observation and other educational research methods. This paper investigates the present situation and existing problems of the use of the learning plan in the teaching process. The subjects were 600 students from Qingdao No. 3 Middle School (four classes were randomly selected from Grade one to Grade three) and 40 senior high school teachers from Qingdao. Among them, 600 questionnaires were sent out and 587 were recovered, of which 570 were valid, and the effective recovery rate was 95. Among them, 40 were handed out and 40 were recovered, of which 0 were invalid, and the effective recovery was 100. In order to have a comprehensive understanding of learning plan teaching from more aspects, 14 teachers were interviewed. The results show that more than 90% of the students think that learning plan teaching is helpful to improve their academic performance, but many students have not fully adapted to the pattern of learning plan teaching, and they do not have a deep understanding of how to use the study plan correctly. And more than half of the students believe that the teaching of learning plan does not change their role as a passive learner in the classroom teaching process. More than 80% of the teachers are willing to continue to use the learning plan to assist teaching, but there are still many problems in the understanding and continuous learning of the learning plan and teaching, and the compilation of the study plan. From this, we can see that the teaching mode of learning plan is beneficial to improve the students' biological learning achievement, but it has not brought its theoretical advantages into full play: that is, to improve the students' initiative in learning through the implementation of learning plan teaching. By developing students' ability of inquiry and innovation, students can change from passive receiver of knowledge to active seeker of knowledge in the course of classroom teaching. Through the analysis of the investigation results, the author thinks that in order to enhance the students' subjective consciousness and inquiry ability, we should cultivate the students' study habits and methods from childhood, strengthen the students' understanding of the study plan and the guidance of the method of using the study plan. To strengthen teachers' understanding and continuous learning of learning plan and teaching plan; to strengthen teachers' ability to compile and plan learning plans; to strengthen teachers' training in charge of education; to carry out new educational models and methods in light of specific conditions, and to teach students according to their aptitude; Perfect examination evaluation system and so on.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 王益輝;;“導(dǎo)學(xué)案”之思與辨[J];教育科學(xué)論壇;2011年09期

，

本文編號(hào)：2356460