【摘要】：《基礎(chǔ)教育改革綱要》的頒布,對(duì)于教學(xué)的研究成為當(dāng)代專(zhuān)家和教師研究的方向之一,新課程的改革隨之深入。教師的教學(xué)理念已逐步向“教師為主導(dǎo),學(xué)生為主體”的轉(zhuǎn)變,同時(shí),教師的教學(xué)方式也在發(fā)生潛移默化的轉(zhuǎn)變,如：“合作教學(xué)”、“探究性教學(xué)”、“角色扮演”、“模型建構(gòu)”、“基于問(wèn)題的學(xué)習(xí)(PBL)”以及"STSE教育”等教學(xué)方式越來(lái)越頻繁的運(yùn)用于教師的課堂教學(xué)中。在課堂的實(shí)際教學(xué)中,即使運(yùn)用這些課改后的教學(xué)方式,其課堂教學(xué)的效果也不是很理想。鑒于此,如何通過(guò)教學(xué)設(shè)計(jì)的完善來(lái)提升教師課堂教學(xué)的能力成為人們急需探討研究的熱點(diǎn)。理想的教學(xué)是指在正確教學(xué)理念的指導(dǎo)下,使用符合學(xué)情的教學(xué)方式,不僅讓課堂教學(xué)保持較高的效率進(jìn)行,而且讓學(xué)生持續(xù)保持較高的學(xué)習(xí)熱情,使教學(xué)效果趨于最大化。同課異構(gòu)是指通過(guò)觀(guān)察員對(duì)某一位教師的多次教學(xué)或者對(duì)不同教師的同一課堂教學(xué)與教學(xué)設(shè)計(jì)進(jìn)行深入的剖析,并觀(guān)察其教學(xué)效果,概括總結(jié)出優(yōu)秀課堂的特性。同課異構(gòu)作為教學(xué)研究的一種重要研究方式,對(duì)教師的課堂實(shí)際教學(xué)助益良多。本文通過(guò)收集相關(guān)的文獻(xiàn)資料、訪(fǎng)談部分教師與學(xué)生的途徑,調(diào)查不同教師對(duì)同課異構(gòu)教學(xué)方式的理解以及學(xué)生對(duì)教師教學(xué)的認(rèn)可度,并以筆者的教育實(shí)踐為基礎(chǔ),重點(diǎn)對(duì)江蘇科學(xué)技術(shù)出版社(以下簡(jiǎn)稱(chēng)“蘇科版”)八年級(jí)生物《人體對(duì)信息的感知》第一課時(shí)和《人體的運(yùn)動(dòng)》第一課時(shí)的同課異構(gòu)活動(dòng)進(jìn)行研究�！度梭w對(duì)信息的感知》第一課時(shí)由新海實(shí)驗(yàn)中學(xué)甲、乙兩位生物教師以及海州實(shí)驗(yàn)中學(xué)丙老師授課,授課后生物教研組進(jìn)行了一次同課異構(gòu)活動(dòng)；《人體的運(yùn)動(dòng)》第一課時(shí)由筆者先后在不同的班級(jí)進(jìn)行授課,并進(jìn)行了一次簡(jiǎn)單的同課異構(gòu)活動(dòng)。通過(guò)對(duì)兩次同課異構(gòu)活動(dòng)的研究,筆者發(fā)現(xiàn)不同教師對(duì)同一教學(xué)內(nèi)容的處理方式,包括教法、學(xué)法等方面都有其獨(dú)到見(jiàn)解,極有利于教學(xué)設(shè)計(jì)的進(jìn)一步完善,為教師教學(xué)效果的提高提供了有力支撐。
[Abstract]:With the promulgation of the basic Education Reform Program, the research on teaching has become one of the research directions of contemporary experts and teachers, and the reform of the new curriculum has been deepened. The teaching concept of teachers has gradually changed to "teacher-led, student-oriented". At the same time, teachers' teaching methods are also undergoing subtle changes, such as "cooperative teaching", "inquiry teaching", "role-playing", etc. "Model building", "problem-based learning (PBL)" and "STSE education" are more and more frequently used in teachers' classroom teaching. In classroom teaching, the effect of classroom teaching is not ideal, even if these methods are used. In view of this, how to improve teachers' classroom teaching ability through the improvement of teaching design has become a hot topic for people to study urgently. The ideal teaching means that under the guidance of the correct teaching idea, using the teaching method in accordance with the learning situation, not only makes the classroom teaching keep higher efficiency, but also allows the students to keep a higher learning enthusiasm, so that the teaching effect tends to be maximized. The isomerism of the same class refers to the deep analysis of the teaching and teaching design of one teacher or the same classroom teaching of different teachers through observers, and the observation of its teaching effect, and the summarization of the characteristics of the excellent classroom. As an important research method of teaching research, isomerism of the same class is of great help to teachers' classroom teaching. By collecting relevant literature, interviewing some teachers and students, this paper investigates the different teachers' understanding of the heterogeneous teaching methods of the same class and the students' acceptance of the teachers' teaching, and based on the author's educational practice. Focus on the Jiangsu Science and Technology Publishing House (hereinafter referred to as "Suke Edition") the eighth grade biology "the human body's perception of information" the first class and "the movement of the human body" the first class of the isomerism activities of the same class. "Information perception." the first lesson is from Xinhai Experimental Middle School A, Two biology teachers and teacher C of Haizhou Experimental Middle School gave lectures. After the teaching, the biology teaching and research group conducted a heterogeneous activity in the same class. The first class is taught by the author in different classes, and a simple isomerism of the same class is carried out. Through the study of the two isomerism activities of the same class, the author finds that different teachers have their own unique views on the same teaching content, including teaching methods and learning methods, which is very helpful to the further improvement of teaching design. It provides a strong support for the improvement of teachers'teaching effect.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.91

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