【摘要】：隨著時代的發(fā)展,教育信息化、現(xiàn)代化變得越來越重要,逐漸成為推動基礎(chǔ)教育改革的關(guān)鍵,越來越多的中小學(xué)校裝備了“電子書包”。本文從初中生物學(xué)科角度出發(fā),通過理論分析和教學(xué)實踐相結(jié)合的方式,針對電子書包在課堂教學(xué)中的實踐問題進(jìn)行研究。首先,分別從對電子書包工具的認(rèn)同感、電子書包在初中生物課堂的使用情況、對學(xué)生學(xué)習(xí)生物興趣的影響三個方面編制問卷,對實驗校Z校的電子書包班學(xué)生發(fā)放問卷,問卷統(tǒng)計結(jié)果表明:學(xué)生對電子書包是認(rèn)同的、電子書包運用于初中生物教學(xué)可以提高學(xué)習(xí)興趣和學(xué)習(xí)效率。結(jié)合對學(xué)生和教師的訪談?wù)?得知:(1)電子書包的使用,提高了學(xué)生的學(xué)習(xí)興趣;(2)電子書包的使用,提高了教學(xué)效率;電子書包的實施過程中存在的問題:(1)現(xiàn)有資源、技術(shù)不能滿足教學(xué)需要;(2)使用過程中個別教師被電子書包所綁架;(3)教師觀念及信息技能滯后于現(xiàn)代化教學(xué)的發(fā)展和需要;(4)部分周邊人對電子書包的使用持排斥和懷疑的態(tài)度。對此,結(jié)合實驗校的真實情況提出建議:(1)深度開發(fā)教學(xué)資源是核心;(2)合理進(jìn)行教學(xué)設(shè)計是根本;(3)調(diào)動學(xué)科教師的積極性是保障;(4)做好對電子書包應(yīng)用的實驗成果的宣傳。其次,將實驗校特有的334教學(xué)模式與電子書包進(jìn)行融合,將課堂教學(xué)分為三大環(huán)節(jié)——課前自主預(yù)習(xí)、課中交流合作與展示、課后鞏固提高。本文從教材分析、學(xué)生特征分析、教學(xué)目標(biāo)分析、教學(xué)重難點、課堂師生互動行為等方面,對實驗校老師提供的兩節(jié)教學(xué)案例——新授課《眼球的結(jié)構(gòu)》和復(fù)習(xí)課《生物圈中的人》進(jìn)行了量性分析研究,以期為電子書包在初中生物課堂的教學(xué)提供一定的參考。
[Abstract]:With the development of the times, education informatization and modernization become more and more important, and gradually become the key to promote the reform of basic education. More and more primary and middle schools are equipped with "electronic schoolbags". From the perspective of biology in junior high school, this paper studies the practical problems of electronic schoolbag in classroom teaching by combining theory analysis with teaching practice. First of all, from the recognition of electronic schoolbag tools, the use of electronic schoolbag in junior high school biology classroom, the impact on students' interest in biology, the questionnaire is issued to the students of electronic schoolbag class in Z school of experimental school. The results of the questionnaire show that the students agree with the electronic schoolbag, and the application of the electronic schoolbag to biology teaching in junior high school can improve the interest and efficiency of learning. Combined with interviews with students and teachers, it is found that: (1) the use of electronic schoolbags enhances the students' interest in learning; (2) the use of electronic schoolbags improves the teaching efficiency; the problems existing in the implementation of electronic schoolbags; (1) the existing resources; Technology can not meet the teaching needs; (2) individual teachers are kidnapped by electronic schoolbags in the process of use; (3) teachers' concepts and information skills lag behind the development and needs of modern teaching; (4) some peripheral people hold an attitude of rejection and doubt about the use of electronic schoolbags. In view of this, some suggestions are put forward: (1) developing teaching resources in depth is the core; (2) reasonable teaching design is fundamental; (3) arousing the enthusiasm of subject teachers is the guarantee; (4) propagating the experimental results of the application of electronic schoolbags. Secondly, the special 334 teaching mode of experimental school is combined with electronic schoolbag, and the classroom teaching is divided into three main links: pre-class self-study, communication, cooperation and display in class, consolidation and improvement after class. This paper analyzes the teaching materials, the characteristics of students, the teaching objectives, the difficulties in teaching, the interaction between teachers and students in class, and so on. This paper makes a quantitative analysis and study on two teaching cases provided by the teachers of experimental schools, the new teaching "structure of eyeball" and the review lesson "people in the Biosphere", in order to provide a certain reference for the teaching of electronic schoolbags in the biology classroom of junior high school.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91;G434

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