【摘要】：新課程改革要求生物學復習課堂教學該注重學生的生物科學素養(yǎng),提高學生綜合能力,高考對學生能力的考查也發(fā)生了改變,考試題型偏向考查學生的能力,高中生物學復習課堂教學也更應該注重課堂教學的有效性。高考屬于選拔性考試,高中生物學復習重視短期效應,運用題海戰(zhàn)術代替了科學的教學策略使用。為了有效的指導高考生物學的復習,全面提高高中學生的生物科學素養(yǎng),促進學生綜合能力的提升,考試說明具體規(guī)定了考試的性質、考試的內容、命題的要求以及考試的形式,它比課標規(guī)定得更加細致,考試命題形式的動態(tài)都在考試說明中有所體現(xiàn),對來年的高考具有很強的指導性。教師通過研讀考試說明有利于在高三生物學復習課中做到有的放矢,有助于提高學生的考試成績。本論文在教學策略理論分析的基礎上,對“概念圖教學策略”做了詳細的分析,它可以在教學中廣泛使用,可以作為教師教的工具,學生學的工具和教學評價的工具。本文分別從上述三個方面分析“概念圖教學策略”,最后使用SPSS數(shù)據(jù)分析軟件分析學生的考試成績,從總分到識記題型、理解題型、應用題型逐一分析,通過數(shù)據(jù)分析可以看出注重運用“概念圖教學策略”有利于促進學生對知識的識記和加深對知識的理解,在相同的時間內對相關知識掌握得更加透徹。本研究緊扣高三生物學復習課的實際,雖然在教學實踐中取得了一些成果,但是選取的實驗樣本只是一所學校的學生,不具有廣泛的代表性,系統(tǒng)研究的各個細節(jié)仍需要仔細琢磨。因此,今后的研究方向是繼續(xù)深入探究“概念圖教學策略”在高三生物學復習課堂教學中的應用,努力提高學生綜合能力。
[Abstract]:The new curriculum reform requires that biology review classroom teaching should pay attention to students' biological science literacy and improve students' comprehensive ability. The examination of students' abilities in the college entrance examination has also changed, and the test question type tends to test the students' abilities. High school biology review classroom teaching should also pay more attention to the effectiveness of classroom teaching. The college entrance examination belongs to the optional examination, high school biology review pays attention to short-term effect, uses the question sea tactics to replace the scientific teaching strategy use. In order to effectively guide the review of biology in college entrance examination, improve the biology science accomplishment of senior high school students in an all-round way, and promote the improvement of students' comprehensive ability, the test instructions specify the nature and content of the test. The requirement of proposition and the form of examination are more meticulous than the curriculum standard. The dynamic form of test proposition is reflected in the explanation of examination, which has a strong guidance for the next year's college entrance examination. Through studying the examination, the teacher shows that it is helpful for the senior three-year biology review class to be targeted, and to improve the students' test results. Based on the theoretical analysis of teaching strategies, this paper makes a detailed analysis of the "concept map teaching strategy". It can be widely used in teaching and can be used as a teaching tool for teachers, a tool for students' learning and a tool for teaching evaluation. This paper analyzes the "concept map teaching strategy" from the above three aspects, and finally uses SPSS data analysis software to analyze the students' test scores, from the total score to the type of recognition, understanding the type of question, and applying the test type one by one. It can be seen from the data analysis that paying attention to the use of "concept map teaching strategy" is beneficial to promote students' understanding of knowledge and deepen their understanding of knowledge, and to master the relevant knowledge more thoroughly in the same time. Although some achievements have been made in the teaching practice, the selected experimental samples are only students from a school, and they are not broadly representative, and this study focuses on the reality of the biology review course in Senior three, and although some achievements have been made in the teaching practice, the selected experimental samples are not broadly representative. The details of the systematic study still need to be carefully studied. Therefore, the future research direction is to continue to explore the "concept map teaching strategy" in high school biology review classroom teaching application, strive to improve the comprehensive ability of students.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

【參考文獻】

相關期刊論文 前1條

1 王大平,李新國;概念圖的理論及其在教學中的應用[J];現(xiàn)代教育技術;2004年06期

相關碩士學位論文 前1條

1 王麗國;高三生物總復習的教學策略與設計[D];山東師范大學;2013年

，

本文編號：2449175