本文關鍵詞：基于面向全體學生理念的生物教學設計與分析　出處：《山東師范大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 面向全體學生 教學設計 生物教學設計 生物教學設計與分析

【摘要】：現(xiàn)代社會的日新月異,科學技術的不斷進步,使得培養(yǎng)高素質(zhì)人才以適應社會的快速發(fā)展成為教育的重要目標。素質(zhì)教育和新課程改革提出了面向全體學生理念,學校和教師應平等對待所有學生,賦予學生同等的學習機會,著眼于學生全面發(fā)展和終身發(fā)展的需要,促進學生有個性的發(fā)展。本文以面向全體學生理念為指導進行生物教學設計,以期在生物教學設計方面有所突破。在參考文獻的基礎上,深入研讀生物課程標準中“面向全體學生”的理念含義,進行生物教學設計。采用文獻研究法、課堂觀察法、調(diào)查法和訪談法等多種形式了解現(xiàn)狀,以全面發(fā)展學說、多元智力理論、建構主義學習理論和生物課程標準為理論基礎,提出了基于面向全體學生理念的生物教學設計五大原則。在前期準備過程中,對學習需要、學習環(huán)境、學習者和學習內(nèi)容進行具體分析;在中期實施過程中,確定教學目標和教學策略;后期評價設計多元化的評價方式。設計實驗課和新授課作為教學設計的實例,最后從教師和學生兩個角度進行評價。結合學生、評課教師和自身的分析,整合反饋信息,得出結論。最后,對本文進行反思與展望,修改完善本研究。實驗研究表明,實驗班的成績高于對照班,基于面向全體學生理念的的生物教學設計更能關注到每個學生,針對每個人學生的特點進行適合其發(fā)展的教育,能激發(fā)學生的學習動機,促進其全面發(fā)展。另一方面,本研究可以豐富當前中學生物中教學設計的內(nèi)容,供一線教師參考。
[Abstract]:With the rapid development of modern society and the progress of science and technology. It is an important goal of education to train high-quality talents to adapt to the rapid development of society. Quality education and new curriculum reform have put forward the concept of facing all students, and schools and teachers should treat all students equally. To give students the same learning opportunities, focusing on the needs of students' all-round development and lifelong development, to promote the development of students' personality. This paper is directed by the concept of all students to carry out biology teaching design. In order to make a breakthrough in the design of biology teaching. On the basis of reference, the author deeply studies the concept of "facing all students" in the standard of biology curriculum, and carries on the design of biology teaching. The method of literature research is adopted. The methods of classroom observation, investigation and interview are based on the theory of all-round development, the theory of multiple intelligence, the theory of constructivism and the standard of biology curriculum. This paper puts forward five principles of biology teaching design based on the concept of all students. In the preparatory process, it makes a concrete analysis of learning needs, learning environment, learners and learning contents. In the course of implementation in the medium term, the teaching objectives and teaching strategies should be determined. Design experiment and new teaching as an example of teaching design. Finally, from the perspective of teachers and students to evaluate. Combined with the analysis of students, teachers and their own evaluation. Integration of feedback information, draw conclusions. Finally, reflect on this paper and prospects, modify and improve the study. Experimental studies show that the experimental class is higher than the control class. The biology teaching design based on the concept of all the students can pay more attention to each student. According to the characteristics of each student, it can stimulate the students' learning motivation. On the other hand, this study can enrich the content of teaching design in middle school biology for the reference of teachers.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91

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