本文關(guān)鍵詞：小學(xué)科學(xué)課堂教學(xué)與初中生物銜接的策略研究　出處：《揚(yáng)州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：提高學(xué)生的生物科學(xué)素養(yǎng)是小學(xué)科學(xué)和初中生物的共同教育目標(biāo)之一,但是小學(xué)和初中分屬于不同的教育階段,在生物學(xué)相關(guān)教學(xué)內(nèi)容、教學(xué)方法等方面均存在顯著差異,且由于小初管理分立,導(dǎo)致教師間缺少交流,中小學(xué)教育難以順利銜接。學(xué)習(xí)是一個(gè)連續(xù)的過(guò)程,小學(xué)高年級(jí)是由小學(xué)向初中過(guò)渡的關(guān)鍵階段,在該階段進(jìn)行生物教學(xué)銜接研究可望為學(xué)生進(jìn)入初中后,更快地適應(yīng)中學(xué)生物學(xué)習(xí)方式和教師的知識(shí)傳授方式打下基礎(chǔ)。本研究綜合運(yùn)用文獻(xiàn)研究法、問(wèn)卷調(diào)查法以及案例分析法,從以下幾個(gè)方面對(duì)小學(xué)科學(xué)向初中生物教學(xué)過(guò)渡的銜接教學(xué)進(jìn)行研究:第一,本研究通過(guò)文獻(xiàn)研究法,查閱了近二十年來(lái)有關(guān)生物教育銜接的相關(guān)文獻(xiàn),在充分分析小學(xué)科學(xué)“生命世界”與初中生物教育銜接相關(guān)研究現(xiàn)狀的基礎(chǔ)上,確定本研究的目的、主要研究?jī)?nèi)容及研究方法。第二,在界定本課題中“教學(xué)銜接”定義的基礎(chǔ)上,借助于文獻(xiàn)資料,分別從教育心理學(xué)與教育學(xué)角度梳理支撐銜接教學(xué)研究相關(guān)的理論基礎(chǔ),從理論層次論證了本研究課題提出的必要性。第三,通過(guò)比較分析,我們可以發(fā)現(xiàn),無(wú)論是在課程理念的提出、還是在課程內(nèi)容的選擇上都體現(xiàn)出了由小學(xué)向初中的延續(xù)性和發(fā)展性,這也為我們研究小初銜接教學(xué)策略提供了可行性和導(dǎo)向性;但是由于小學(xué)科學(xué)為綜合性課程、而初中生物為專業(yè)性課程,并且考慮到小學(xué)和初中學(xué)生身心發(fā)展的差異性,因此兩者在知識(shí)內(nèi)容的編排上存在較大的差異,為有利于銜接教學(xué),建議根據(jù)初中生物知識(shí)結(jié)構(gòu)體系、將小學(xué)科學(xué)“生命世界”相關(guān)內(nèi)容重新整合為“生命體的結(jié)構(gòu)層次”、“生物的遺傳與變異”、“生物圈”、“生物圈中的人”、“動(dòng)物”、“植物”、“健康”七個(gè)主題。第四,在進(jìn)行調(diào)查問(wèn)卷的基礎(chǔ)上,分析調(diào)查結(jié)果,利用教學(xué)案例分析的形式,提出可行的課堂銜接教學(xué)策略。并結(jié)合課程標(biāo)準(zhǔn)與教材的分析結(jié)果,從教學(xué)態(tài)度、課堂教學(xué)設(shè)計(jì)、教學(xué)方法三方面為小學(xué)高年級(jí)科學(xué)課堂進(jìn)行生命科學(xué)銜接教學(xué)提出了一般性建議:(1)從教學(xué)態(tài)度上:小學(xué)科學(xué)高年級(jí)教師應(yīng)增加與初中生物教師的教學(xué)交流,在教學(xué)的多方面進(jìn)行溝通,利用這種方式改善小學(xué)高年級(jí)生命教育的課堂教學(xué)模式(2)在課堂教學(xué)設(shè)計(jì)上:小學(xué)高年級(jí)教師應(yīng)當(dāng)增設(shè)生物探究性實(shí)驗(yàn)活動(dòng),幫助學(xué)生形成初級(jí)的生物學(xué)科探究的思維模式。(3)從教學(xué)方法上:中小學(xué)教師的教學(xué)方法肯定是有差異的,因此在小學(xué)高年級(jí)的教學(xué)中要適當(dāng)?shù)母淖兓蚪Y(jié)合初中的教學(xué)方法,幫助學(xué)生轉(zhuǎn)變學(xué)習(xí)的思維。
[Abstract]:To improve the biological scientific literacy of students is one of the common goals of education primary school science and biology of junior high school, primary school and middle school but belong to different stages of education, in the biology teaching content, teaching methods and so on were significantly different, and because of the small initial management division, resulting in a lack of communication between teachers, to the smooth transition of primary and secondary education. Learning is a continuous process, high grade primary school is the key stage of the transition from primary school to junior high school, in the period of teaching for the students to study biology after entering junior high school, quickly adapt to lay the foundation for middle school biology learning and teachers' knowledge. This research uses the literature research method, questionnaire survey method and the case analysis, from the following several aspects of research on primary school science to the junior middle school biology teaching transition Teaching: first, this study through literature research The method of access to relevant literature about biological education in recent twenty years, in the full analysis of primary school science "life world" and the related research status between biological education in junior high school on the basis of determining the purpose of this study, the main research contents and research methods. In second, the definition of the subject of "teaching" definition on the basis, by means of literature, from the educational psychology and pedagogy perspective supporting teaching related research and theoretical basis, from the theoretical level demonstrates the necessity of this research topic is proposed. Third, through the comparative analysis, we can find that, whether it is put forward in the curriculum, or in the selection of curriculum content all reflect the continuity and development from primary school to junior high school, which also provides the feasibility and guidance for us to study the small early convergence strategies; but due to the small science comprehensive Of course, the junior middle school biology specialty courses, and considering the difference between primary school and junior high school students' physical and mental development, so they have great differences in the knowledge content arrangement, is conducive to teaching, suggestions based on the junior middle school biology knowledge structure system, the small science of "life world" relevant content integration for the "hierarchy" life, "the inheritance and variation of biological", "biosphere", "in the biosphere", "animal", "plant", "health" seven topics. Fourth, based on questionnaires, analysis of the survey results, analysis of the use of case teaching in the form. The feasible convergence of the classroom teaching strategies. The results of analysis and combining the curriculum standards and teaching materials, the teaching attitude, teaching design, teaching methods from three aspects of life science teaching for high grade primary school science classroom Put forward the suggestion: (1) from the teaching attitude of Science: high grade primary school teachers should be increased and the junior middle school biology teachers exchange, communicate in many aspects of teaching, improve the life education of high grade primary school the classroom teaching mode (2) in the design of classroom teaching: high grade primary school teachers should the addition of biological exploratory experiments, help students explore the formation of biological disciplines the primary mode of thinking. (3) from the angle of teaching methods: the teaching method of primary and secondary school teachers is certainly different, so in the high grade primary school teaching should be changed or combined with the teaching method of junior middle school, to help students change their learning thinking.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.6;G633.91
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本文編號(hào)：1393334