【摘要】：課堂教學(xué)是課程實(shí)施的基本途徑,有效的教學(xué)設(shè)計(jì)是課堂教學(xué)成功的前提。高中生物課程的實(shí)施同樣需要優(yōu)秀的教學(xué)設(shè)計(jì)來(lái)完成。國(guó)內(nèi)外對(duì)教學(xué)設(shè)計(jì)的研究相當(dāng)豐富,為本研究提供了研究基礎(chǔ)。由于“酶”是細(xì)胞代謝的基礎(chǔ),并且酶章節(jié)既有知識(shí)學(xué)習(xí)還有實(shí)驗(yàn)?zāi)芰Φ呐囵B(yǎng)。因此,本文提出酶教學(xué)設(shè)計(jì)比較研究的課題。通過縱向(課改前后)、橫向(課改后)以及中美教學(xué)設(shè)計(jì)的比較,分層次對(duì)比其不同和相同之處,為教師進(jìn)行教學(xué)設(shè)計(jì)提供參考。本論文的第一章和第二章主要是研究問題的背景,研究思路和方法以及教學(xué)設(shè)計(jì)的一些理論基礎(chǔ)。第三章至第五章是本論文的重點(diǎn),酶教學(xué)設(shè)計(jì)的比較。比較發(fā)現(xiàn)傳統(tǒng)教案和教學(xué)設(shè)計(jì)在概念、內(nèi)容和理念等方面都存在差異,得出課改后教學(xué)實(shí)踐應(yīng)該運(yùn)用教學(xué)設(shè)計(jì)來(lái)實(shí)施。課改后的教學(xué)設(shè)計(jì)比較,包括了三個(gè)方面的深入比較,首先是運(yùn)用內(nèi)容分析法對(duì)所有的教學(xué)設(shè)計(jì)進(jìn)行量化分析;再通過案例分析法,對(duì)教學(xué)設(shè)計(jì)的每個(gè)要素進(jìn)行具體分析;最后通過分層抽樣,抽取6個(gè)酶教學(xué)設(shè)計(jì)的樣本進(jìn)行分要素比較分析。最后得出優(yōu)秀的教學(xué)設(shè)計(jì)應(yīng)該具備的條件是前端分析具體,教學(xué)目標(biāo)制定符合課程標(biāo)準(zhǔn)的規(guī)定并且表述準(zhǔn)確可評(píng)價(jià),豐富的教學(xué)策略在選擇是要不拘一格,教學(xué)策略就是為了達(dá)到教學(xué)目標(biāo)而設(shè)計(jì)的,教學(xué)評(píng)價(jià)設(shè)計(jì)要多元多樣。而美國(guó)課程設(shè)計(jì)中提倡教案加學(xué)案的雙案教學(xué),這就建議我們教師在進(jìn)行教學(xué)設(shè)計(jì)時(shí)應(yīng)避免傾向教案編寫,應(yīng)全面對(duì)各個(gè)環(huán)節(jié)進(jìn)行設(shè)計(jì),除了進(jìn)行教學(xué)設(shè)計(jì)還應(yīng)為學(xué)生設(shè)計(jì)學(xué)案促進(jìn)課堂有序、高效地進(jìn)行。最后一章,進(jìn)行了三方面的總結(jié),并運(yùn)用比較優(yōu)化結(jié)果進(jìn)行酶的教學(xué)設(shè)計(jì)的編制,提出了酶實(shí)驗(yàn)教學(xué)設(shè)計(jì)模板,為中學(xué)實(shí)驗(yàn)教學(xué)應(yīng)用提供了操作性較強(qiáng)的式樣。
[Abstract]:Classroom teaching is the basic way of curriculum implementation, effective teaching design is the premise of the success of classroom teaching. The high school biology curriculum implementation also needs the excellent teaching design to complete. The research on teaching design at home and abroad is quite abundant, which provides the research basis for this research. Because enzyme is the basis of cell metabolism, and the enzyme chapter has both knowledge learning and cultivation of experimental ability. Therefore, this paper puts forward the topic of comparative research on enzyme teaching design. Through the comparison of the longitudinal (before and after the curriculum reform), the horizontal (after the curriculum reform) and the teaching design between China and the United States, the differences and similarities between them are compared at different levels to provide a reference for teachers to carry out the teaching design. The first and second chapters of this paper are the background, ideas and methods of research, as well as the theoretical basis of instructional design. The third chapter to the fifth chapter is the focus of this paper, the comparison of enzyme teaching design. It is found that there are differences in the concepts, contents and concepts between the traditional teaching plan and the teaching design. It is concluded that the teaching practice should be carried out by the teaching design after the curriculum reform. The comparison of teaching design after curriculum reform includes in-depth comparison of three aspects, first, quantitative analysis of all teaching designs by using content analysis method, and then concrete analysis of each element of teaching design through case analysis. Finally, by stratified sampling, 6 samples of enzyme teaching design were selected for comparative analysis of different factors. Finally, it comes to the conclusion that the condition of excellent teaching design is that the front-end analysis is specific, the teaching objectives are in line with the requirements of curriculum standards and can be expressed accurately and can be evaluated, and abundant teaching strategies should be chosen without restraint. Teaching strategies are designed to achieve the teaching objectives, teaching evaluation design should be diversified. In the course design of the United States, we advocate the double-case teaching of teaching plan plus study plan, which suggests that our teachers should avoid leaning towards the preparation of teaching plan when carrying out the teaching design, and should design all aspects of the teaching plan in an all-round way. In addition to teaching design, we should also promote the orderly and efficient classroom design for students. In the last chapter, the author summarizes three aspects, and designs the teaching design of enzyme by comparing the results of optimization, and puts forward the template of teaching design of enzyme experiment, which provides a strong operational pattern for the application of experiment teaching in middle school.
【學(xué)位授予單位】：江西師范大學(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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