本文關(guān)鍵詞：“非指導(dǎo)性”教學(xué)在初中生物教學(xué)中的應(yīng)用研究　出處：《江蘇師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著新課程改革的不斷推進(jìn)與發(fā)展,尋找一個(gè)契合初中生物課堂教學(xué)的教學(xué)模式已成為擺在廣大初中一線生物教師面前的亟待解決的問題�？墒�,傳統(tǒng)的初中生物課堂教學(xué)模式是以教師為課堂教學(xué)的中心、單方面給學(xué)生灌輸知識(shí)的教學(xué)模式,使初中生物課堂變?yōu)榻處焼渭冎v授、學(xué)生被動(dòng)接受的僵化的形式,學(xué)生在課堂上的主體性沒有得到體現(xiàn)。這種教學(xué)模式不利于學(xué)生創(chuàng)造思維、發(fā)散性思維的養(yǎng)成,不符合當(dāng)前對(duì)人才培養(yǎng)的需求,不適合新時(shí)期初中生物課堂教學(xué)的要求�！胺侵笇�(dǎo)性”教學(xué)模式是20世紀(jì)60年代由美國(guó)的人本主義心理學(xué)家羅杰斯首先提出的�！胺侵笇�(dǎo)”不是說(shuō)不指導(dǎo),而是不明確的指導(dǎo)�！胺侵笇�(dǎo)性”教學(xué)模式有利于轉(zhuǎn)變師生之間的原本的關(guān)系,形成以學(xué)生為課堂中心的新模式。通過(guò)“非指導(dǎo)性”教學(xué)模式,讓學(xué)生能積極的全身心地進(jìn)入到初中生物課堂教學(xué)中來(lái),并且能形成學(xué)會(huì)合作、敢于交流、愿意分享的學(xué)習(xí)氛圍。開展“非指導(dǎo)性”教學(xué)模式,能夠提高學(xué)生學(xué)習(xí)的積極性和主動(dòng)性,培養(yǎng)合作、分享的良好習(xí)慣,鍛煉他們的合作探究能力,最終能夠提高初中生物課堂教學(xué)的質(zhì)量,同時(shí)對(duì)豐富初中生物課堂教學(xué)的理論和形式能發(fā)揮重要指導(dǎo)意義。本論文的研究?jī)?nèi)容及結(jié)果包括:第一章緒論。介紹了選題的背景;綜述了國(guó)內(nèi)外關(guān)于“非指導(dǎo)性”教學(xué)模式的研究現(xiàn)狀;簡(jiǎn)述了本研究的目的、意義和研究的思路與方法以及創(chuàng)新之處等內(nèi)容。第二章研究的理論基礎(chǔ)。界定了與本研究相關(guān)的主要概念;簡(jiǎn)要介紹了本研究的理論基礎(chǔ),即卡爾·羅杰斯的非指導(dǎo)性治療理論、人本主義的學(xué)習(xí)理論和建構(gòu)主義學(xué)習(xí)理論。第三章“非指導(dǎo)性”教學(xué)模式在初中生物課堂教學(xué)中的實(shí)踐現(xiàn)狀。主要通過(guò)對(duì)初中生物“非指導(dǎo)性”教學(xué)模式在初中生物教學(xué)中的實(shí)踐狀況進(jìn)行論述,介紹了一些傳統(tǒng)的初中生物課堂教學(xué)模式并簡(jiǎn)要介紹初中生物“非指導(dǎo)性”教學(xué)模式的應(yīng)用現(xiàn)狀并對(duì)其實(shí)踐的前景進(jìn)行展望。第四章“非指導(dǎo)性”教學(xué)模式的實(shí)施。主要是論述初中生物課堂教學(xué)中“非指導(dǎo)性”教學(xué)模式的具體運(yùn)用,從初中生物課堂“非指導(dǎo)性”教學(xué)模式的實(shí)施步驟,主要是課前準(zhǔn)備、課上運(yùn)用、課后總結(jié)這些方面展開論述,同時(shí)對(duì)初中生物課堂“非指導(dǎo)性”教學(xué)模式的實(shí)施方法也作了討論。第五章初中生物“非指導(dǎo)性”教學(xué)模式實(shí)施的注意問題。對(duì)在實(shí)施“非指導(dǎo)性”教學(xué)模式過(guò)程中產(chǎn)生的問題進(jìn)行論述,以達(dá)到適應(yīng)初中生物課堂教學(xué)的需求。第六章初中生物“非指導(dǎo)性”教學(xué)模式實(shí)踐效果及評(píng)估。通過(guò)對(duì)師生雙方的問卷調(diào)查以評(píng)估在初中生物“非指導(dǎo)性”教學(xué)活動(dòng)的實(shí)施過(guò)程中的實(shí)踐的效果。最后也對(duì)其局限性進(jìn)行了反思。第七章結(jié)束語(yǔ)。主要是對(duì)本研究的作了簡(jiǎn)要總結(jié),并對(duì)本研究今后更進(jìn)一步的探索和實(shí)踐進(jìn)行了展望。
[Abstract]:With the advancement and development of the new curriculum reform, it has become an urgent problem for the biology teachers in junior high school to find a teaching model suitable to the biology teaching in junior middle school. The traditional biology classroom teaching mode of junior high school is a teaching mode which regards teachers as the center of classroom teaching, and unilaterally inculcates knowledge to students, which makes biology classroom of junior high school become pure teaching by teachers. The rigid form of students' passive acceptance does not reflect the subjectivity of students in the classroom. This teaching mode is not conducive to students' creative thinking, divergent thinking cultivation, not in line with the current demand for talent training. It is not suitable for the requirements of biology classroom teaching in junior high school in the new period. The "non-directive" teaching model was first put forward by American humanistic psychologist Rogers in 1960s. "non-guidance" is not to say "no guidance". But not clear guidance. The "non-directive" teaching mode is conducive to changing the original relationship between teachers and students, forming a new student-centered model. So that students can actively and wholeheartedly into junior high school biology classroom teaching, and can form a learning cooperation, dare to exchange, willing to share the learning atmosphere, and carry out the "non-directive" teaching model. It can improve the enthusiasm and initiative of students, cultivate the good habit of cooperation and sharing, exercise their ability of cooperation and inquiry, and finally improve the quality of biology classroom teaching in junior high school. At the same time, it can play an important guiding role in enriching the theory and form of biology classroom teaching in junior high school. The research contents and results of this thesis include: chapter one, introduction. This paper summarizes the current situation of the research on the "non-directive" teaching mode at home and abroad. The purpose, significance, ideas and methods of the research, and the innovation of the research are briefly described. The second chapter is the theoretical basis of the study, and defines the main concepts related to this study; This paper briefly introduces the theoretical basis of this study, that is, Carl Rogers' theory of nondirective therapy. Humanistic learning theory and constructivist learning theory. Chapter three "non-directive" teaching mode in junior middle school biology classroom teaching practice. Mainly through the junior middle school biology "non-directive" This paper discusses the practice of teaching mode in biology teaching in junior high school. This paper introduces some traditional biology classroom teaching models in junior high school, and briefly introduces the present situation of the application of the "non-directive" teaching mode in junior high school biology and prospects for its practice. Chapter 4th, "Non-directive" The implementation of teaching mode mainly discusses the concrete application of "non-directive" teaching mode in biology classroom teaching in junior middle school. From the junior middle school biology classroom "non-directive" teaching mode of implementation steps, mainly pre-class preparation, use in class, summing up these aspects of the discussion after class. At the same time, the paper also discusses the implementation method of "non-directive" teaching mode in junior middle school biology classroom. Chapter 5th, the problems concerning the implementation of "non-directive" teaching mode in junior high school biology classroom, and the implementation of "non-directive" teaching mode in junior middle school biology classroom. The problems arising in the process of teaching mode are discussed. In order to meet the needs of biology classroom teaching in junior high school. Chapter 6th, the practical effect and evaluation of "non-directive" teaching mode of biology in junior high school. The questionnaire survey between teachers and students was conducted to evaluate the "non-directive" teaching mode in junior high school biology. The effect of practice in the implementation of teaching activities. Finally, it also reflects on its limitations. The conclusion of chapter 7th is mainly a brief summary of this study. The further exploration and practice of this study are prospected.
【學(xué)位授予單位】：江蘇師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.91

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