初中生對生物新教材使用現(xiàn)狀的調查研究
發(fā)布時間：2019-05-22 18:38
【摘要】：課程改革是教育改革的一個重大研究方向。教材建設是課程建設的一個重要環(huán)節(jié),是學生獲取知識的重要來源。從2012年秋季開始,人教版初中生物新教材在贛州市使用,為了解贛州市初中學生對人教版初中生物新教材的使用情況,本人確定了調查研究課題的方法和方案。首先通過對不同類型初中學生發(fā)放調查問卷,調查以下方面:(1)學生對新教材的總體看法(2)學生對教學內(nèi)容等的看法(3)學生對老師的教學方法的看法(4)學生的學習策略(5)老師使用配套教學資源的情況。了解了中學生對生物新教材的實際使用情況并發(fā)現(xiàn)了教材使用中存在的問題以及原因分析。通過調查發(fā)現(xiàn):1、該套教材的總體難度適中、教材欄目的設計新穎合理,學生普遍認為該套教材比較豐富有趣。2、多數(shù)學生不能運用所學的生物學知識和技能去解決生活中遇到的問題3、由于探究活動費時費力,并且不能反映在中考成績上,所以探究性活動難以開展。4、絕大多數(shù)老師對教材內(nèi)容都處理的比較好。5、大多數(shù)學生更喜歡教師引導下的師生互動學習方式。6、大多數(shù)學生還沒有養(yǎng)成課前預習和課后復習的習慣。在問卷調查的基礎上進行了訪談和聽課調查法,調查發(fā)現(xiàn):1、初一教材內(nèi)容多,探究活動也多,每周兩節(jié)課時很難完成教學目標。2、學生分析成績不好的原因主要有三點:自己不夠重視、學習方法不對、課后沒有及時歸納總結。3、學生對學習方法的選擇越來越豐富,但不少學生仍然遵循傳統(tǒng)的學習方法。4、很多學生表示習題的設計層次性不強,難度梯度過大。5、無論是重點班的學生還是普通班的學生,都沒有重視對生物學科的學習。通過以上調查,得出建議:(1)新教材知識點的分布是松散的,需要教師在教學中加以處理和整合;教師應優(yōu)化教學方式;學校應為生物教學的順利進行提供資源保障(2)教師在教學過程中要轉變角色(3)關注學生學習方式的改變(4)針對教師用書改進的建議(5)學生學習策略的培訓。希望這些建議能夠為教師更好地開展教學工作,以及為了更好地進行生物教學管理、促進師生共同進步提供一定的依據(jù)和方向。
[Abstract]:Curriculum reform is an important research direction of educational reform. The construction of teaching materials is an important link in curriculum construction and an important source for students to acquire knowledge. Since the autumn of 2012, the new junior middle school biology textbook has been used in Ganzhou City. In order to understand the use of the new junior middle school biology textbook in Ganzhou junior middle school, I have determined the methods and schemes of the investigation and research topic. First of all, through the distribution of questionnaires to different types of junior high school students, The following aspects are investigated: (1) students' overall views on new teaching materials (2) students' views on teaching contents, etc. (3) students' views on teachers' teaching methods (4) students' learning strategies (5) teachers' use of matching materials. The situation of teaching resources. This paper understands the actual use of the new biology textbook by middle school students, and finds out the problems existing in the use of the textbook and the analysis of the causes. Through the investigation, it is found that: 1, the overall difficulty of the textbook is moderate, the design of the textbook column is novel and reasonable, and the students generally think that the textbook is rich and interesting. 2, Most students can not use the biological knowledge and skills they have learned to solve the problems encountered in life. 3. Because the inquiry activities are time-consuming and laborious, and can not be reflected in the results of the middle school entrance examination, it is difficult to carry out exploratory activities. 4. Most teachers handle the content of teaching materials well. 5, most students prefer teacher-student interactive learning under the guidance of teachers. 6, most students have not yet formed the habit of pre-class preview and after-class review. On the basis of questionnaire survey, the methods of interview and listening to lessons are carried out. It is found that: 1, there are many teaching materials and inquiry activities in junior high school, so it is difficult to complete the teaching objectives in two classes a week. There are three main reasons for students' poor analysis results: they don't pay enough attention to them, their learning methods are not right, and they don't sum up in time after class. 3, students' choice of learning methods is becoming richer and richer. However, many students still follow the traditional learning methods. 4, many students say that the design level of exercises is not strong and the difficulty ladder is too large. 5, neither the students in the key class nor the students in the ordinary class pay attention to the study of biology. Through the above investigation, it is suggested that: (1) the distribution of knowledge points in the new teaching materials is loose, which needs to be dealt with and integrated by teachers in teaching, and teachers should optimize the teaching methods; Schools should provide resources for the smooth progress of biology teaching (2) teachers should change their role in the teaching process (3) pay attention to the change of students' learning style (4) suggestions for the improvement of teachers' books (5) the training of students' learning strategies. It is hoped that these suggestions can provide a certain basis and direction for teachers to carry out teaching work better, as well as for better management of biology teaching and promoting the common progress of teachers and students.
【學位授予單位】：贛南師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91
本文編號：2483153
[Abstract]:Curriculum reform is an important research direction of educational reform. The construction of teaching materials is an important link in curriculum construction and an important source for students to acquire knowledge. Since the autumn of 2012, the new junior middle school biology textbook has been used in Ganzhou City. In order to understand the use of the new junior middle school biology textbook in Ganzhou junior middle school, I have determined the methods and schemes of the investigation and research topic. First of all, through the distribution of questionnaires to different types of junior high school students, The following aspects are investigated: (1) students' overall views on new teaching materials (2) students' views on teaching contents, etc. (3) students' views on teachers' teaching methods (4) students' learning strategies (5) teachers' use of matching materials. The situation of teaching resources. This paper understands the actual use of the new biology textbook by middle school students, and finds out the problems existing in the use of the textbook and the analysis of the causes. Through the investigation, it is found that: 1, the overall difficulty of the textbook is moderate, the design of the textbook column is novel and reasonable, and the students generally think that the textbook is rich and interesting. 2, Most students can not use the biological knowledge and skills they have learned to solve the problems encountered in life. 3. Because the inquiry activities are time-consuming and laborious, and can not be reflected in the results of the middle school entrance examination, it is difficult to carry out exploratory activities. 4. Most teachers handle the content of teaching materials well. 5, most students prefer teacher-student interactive learning under the guidance of teachers. 6, most students have not yet formed the habit of pre-class preview and after-class review. On the basis of questionnaire survey, the methods of interview and listening to lessons are carried out. It is found that: 1, there are many teaching materials and inquiry activities in junior high school, so it is difficult to complete the teaching objectives in two classes a week. There are three main reasons for students' poor analysis results: they don't pay enough attention to them, their learning methods are not right, and they don't sum up in time after class. 3, students' choice of learning methods is becoming richer and richer. However, many students still follow the traditional learning methods. 4, many students say that the design level of exercises is not strong and the difficulty ladder is too large. 5, neither the students in the key class nor the students in the ordinary class pay attention to the study of biology. Through the above investigation, it is suggested that: (1) the distribution of knowledge points in the new teaching materials is loose, which needs to be dealt with and integrated by teachers in teaching, and teachers should optimize the teaching methods; Schools should provide resources for the smooth progress of biology teaching (2) teachers should change their role in the teaching process (3) pay attention to the change of students' learning style (4) suggestions for the improvement of teachers' books (5) the training of students' learning strategies. It is hoped that these suggestions can provide a certain basis and direction for teachers to carry out teaching work better, as well as for better management of biology teaching and promoting the common progress of teachers and students.
【學位授予單位】：贛南師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91
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