生物學(xué)教學(xué)中激發(fā)學(xué)習(xí)動(dòng)機(jī)的策略與實(shí)踐
發(fā)布時(shí)間：2018-12-20 16:25
【摘要】：21世紀(jì)的中國(guó)是一個(gè)信息化的社會(huì)。科技發(fā)展突飛猛進(jìn),社會(huì)信息的流通速度日益加快,人們獲取信息的途徑也日益便捷和多樣化�？茖W(xué)的發(fā)展和社會(huì)的進(jìn)步,給人類帶來了龐大的信息量和多元化的價(jià)值觀。在全球經(jīng)濟(jì)化、政治多極化、生存數(shù)字化、文化多元化的社會(huì)大環(huán)境下,學(xué)生的價(jià)值觀形成在往往受到各種思想不同程度的影響。由于中學(xué)生尚未完全建立完整的價(jià)值觀,因此,面對(duì)形形色色的各種社會(huì)現(xiàn)象和觀念,他們往往無法做出正確的判斷和選擇,極易受到不良觀念的沖擊,從而在很大程度上影響學(xué)習(xí)的積極性。在一些基層非重點(diǎn)中學(xué),受“讀書無用”和功利化思想影響,不少學(xué)生學(xué)習(xí)動(dòng)機(jī)缺乏,甚至產(chǎn)生厭學(xué)的心理。面對(duì)這種情況,許多教師都在積極探索激發(fā)學(xué)生自主學(xué)習(xí)的方法,希望能夠喚醒學(xué)生的學(xué)習(xí)動(dòng)機(jī)。本文根據(jù)前人研究的學(xué)習(xí)動(dòng)機(jī)理論,結(jié)合自己的教學(xué)經(jīng)驗(yàn),總結(jié)激發(fā)學(xué)習(xí)動(dòng)機(jī)的一些策略。從這些策略,選取其中的problem based learning (PBL)教學(xué)為主,結(jié)合課后作業(yè)、提供一定的自主權(quán)和每節(jié)課給予明確的學(xué)習(xí)目標(biāo),來激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī),并與傳統(tǒng)的傳授教學(xué)法進(jìn)行比較判斷其效果。研究表明,用激發(fā)學(xué)習(xí)動(dòng)機(jī)的策略進(jìn)行教學(xué),對(duì)提高學(xué)生的學(xué)習(xí)動(dòng)機(jī)明顯更為有效,能更快速、更穩(wěn)步地提高學(xué)習(xí)成績(jī),并在一定時(shí)期內(nèi)保持對(duì)學(xué)習(xí)的積極性。同時(shí),研究還發(fā)現(xiàn),該方法對(duì)原先成績(jī)較差的學(xué)生更有效,對(duì)男生的效果也好過女生。提高學(xué)生的學(xué)習(xí)動(dòng)機(jī)水平,可以使學(xué)生和教師關(guān)系更加和諧,使生物學(xué)的教學(xué)質(zhì)量得到提高。學(xué)生的學(xué)習(xí)動(dòng)機(jī)一旦被有效激發(fā),即可充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性,有效提高學(xué)生的情感水平和認(rèn)知水平,有利于學(xué)生的終身發(fā)展。
[Abstract]:China in the 21 st century is an information society. With the rapid development of science and technology, the circulation of social information is speeding up day by day, and the ways of obtaining information are becoming more and more convenient and diversified. The development of science and the progress of society have brought enormous amount of information and diversified values to human beings. In the social environment of global economy, political multipolarization, digitization of existence and cultural diversity, the formation of students' values is often influenced by different degrees of thought. Because the middle school students have not completely established the complete values, therefore, in the face of all kinds of social phenomena and ideas, they are often unable to make correct judgments and choices, so they are vulnerable to the impact of bad ideas. Thus to a large extent affect the enthusiasm of learning. In some non-key middle schools at the basic level, influenced by "useless reading" and utilitarian thinking, many students lack motivation for learning and even produce the psychology of weariness of learning. Faced with this situation, many teachers are actively exploring ways to stimulate students' autonomous learning, hoping to awaken students' learning motivation. According to the theory of learning motivation studied by predecessors, this paper summarizes some strategies to stimulate learning motivation by combining their own teaching experience. From these strategies, we choose problem based learning (PBL) teaching as the main part, combine with homework, and provide some autonomy and specific learning goals for each class to stimulate the students' learning motivation. And compare with the traditional teaching method to judge its effect. The study shows that teaching with strategies to stimulate learning motivation is more effective in improving students' learning motivation, can improve their academic achievement more quickly and steadily, and keep their enthusiasm for learning in a certain period of time. At the same time, the study also found that the method was more effective for students with poor grades and better for boys than girls. Improving students' learning motivation can make the relationship between students and teachers more harmonious and improve the teaching quality of biology. Once the students' learning motivation is effectively stimulated, they can fully arouse the students' enthusiasm and initiative in learning, effectively improve the students' emotional level and cognitive level, which is conducive to the lifelong development of students.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91
本文編號(hào)：2388241
[Abstract]:China in the 21 st century is an information society. With the rapid development of science and technology, the circulation of social information is speeding up day by day, and the ways of obtaining information are becoming more and more convenient and diversified. The development of science and the progress of society have brought enormous amount of information and diversified values to human beings. In the social environment of global economy, political multipolarization, digitization of existence and cultural diversity, the formation of students' values is often influenced by different degrees of thought. Because the middle school students have not completely established the complete values, therefore, in the face of all kinds of social phenomena and ideas, they are often unable to make correct judgments and choices, so they are vulnerable to the impact of bad ideas. Thus to a large extent affect the enthusiasm of learning. In some non-key middle schools at the basic level, influenced by "useless reading" and utilitarian thinking, many students lack motivation for learning and even produce the psychology of weariness of learning. Faced with this situation, many teachers are actively exploring ways to stimulate students' autonomous learning, hoping to awaken students' learning motivation. According to the theory of learning motivation studied by predecessors, this paper summarizes some strategies to stimulate learning motivation by combining their own teaching experience. From these strategies, we choose problem based learning (PBL) teaching as the main part, combine with homework, and provide some autonomy and specific learning goals for each class to stimulate the students' learning motivation. And compare with the traditional teaching method to judge its effect. The study shows that teaching with strategies to stimulate learning motivation is more effective in improving students' learning motivation, can improve their academic achievement more quickly and steadily, and keep their enthusiasm for learning in a certain period of time. At the same time, the study also found that the method was more effective for students with poor grades and better for boys than girls. Improving students' learning motivation can make the relationship between students and teachers more harmonious and improve the teaching quality of biology. Once the students' learning motivation is effectively stimulated, they can fully arouse the students' enthusiasm and initiative in learning, effectively improve the students' emotional level and cognitive level, which is conducive to the lifelong development of students.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91
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