本文選題：初中生物學(xué)　切入點(diǎn)：綜合實(shí)踐活動(dòng)　出處：《魯東大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：《基礎(chǔ)教育課程改革綱要(試行)》于2001年頒布實(shí)施,其中明確指出:從小學(xué)至高中設(shè)置綜合實(shí)踐活動(dòng)并作為必修課程。生物學(xué)教師開展的綜合實(shí)踐活動(dòng)是以生物學(xué)學(xué)科知識(shí)為背景、以學(xué)生為活動(dòng)主體的綜合實(shí)踐活動(dòng)。從選題、設(shè)計(jì)方案到活動(dòng)的實(shí)施,生物學(xué)教師開展的綜合實(shí)踐活動(dòng)都基于學(xué)生的直接經(jīng)驗(yàn),尊重學(xué)生的主體性。將綜合實(shí)踐活動(dòng)與生物學(xué)科相結(jié)合開展綜合實(shí)踐活動(dòng),既彌補(bǔ)了生物課堂教學(xué)學(xué)生主動(dòng)參與度不高、動(dòng)手操作能力薄弱的不足,又適應(yīng)了課程改革的要求。本文運(yùn)用文獻(xiàn)法,在對(duì)綜合實(shí)踐活動(dòng)國(guó)內(nèi)外研究現(xiàn)狀進(jìn)行綜述的基礎(chǔ)上,對(duì)綜合實(shí)踐活動(dòng)的概念、生物學(xué)教師開展綜合實(shí)踐活動(dòng)的特點(diǎn)、分類及其理論基礎(chǔ)進(jìn)行闡述。其次利用問(wèn)卷調(diào)查法和訪談法,對(duì)生物學(xué)教師開展綜合實(shí)踐活動(dòng)的基本情況、師生對(duì)生物學(xué)教師開展綜合實(shí)踐活動(dòng)的認(rèn)識(shí)和態(tài)度、教師指導(dǎo)、學(xué)生素養(yǎng)、學(xué)校管理及存在問(wèn)題等方面進(jìn)行調(diào)查,發(fā)現(xiàn)目前綜合實(shí)踐活動(dòng)在中學(xué)的開設(shè)狀況并不樂(lè)觀,存在諸多問(wèn)題。如學(xué)校領(lǐng)導(dǎo)根本不重視生物學(xué)教師開展的綜合實(shí)踐活動(dòng),部分學(xué)�；顒�(dòng)課時(shí)被擠占的現(xiàn)象普遍存在;活動(dòng)缺乏計(jì)劃性,實(shí)施存在盲目性;沒(méi)有專業(yè)的指導(dǎo)教師;沒(méi)有完善的評(píng)價(jià)體系;活動(dòng)方案設(shè)計(jì)不規(guī)范等。再次對(duì)發(fā)現(xiàn)的問(wèn)題進(jìn)行匯總,提出相關(guān)策略及建議,如轉(zhuǎn)變傳統(tǒng)觀念,明確活動(dòng)地位;健全活動(dòng)規(guī)劃,完善活動(dòng)保障;加強(qiáng)教師培訓(xùn),提高教師水平;建立評(píng)價(jià)體系,完善評(píng)價(jià)機(jī)制;規(guī)范方案設(shè)計(jì),完善活動(dòng)實(shí)施。最后,在對(duì)綜合實(shí)踐活動(dòng)的實(shí)施設(shè)計(jì)依據(jù)進(jìn)行闡述的基礎(chǔ)上,確定了設(shè)計(jì)一節(jié)綜合實(shí)踐活動(dòng)的基本環(huán)節(jié),編寫了一個(gè)生物學(xué)教師開展綜合實(shí)踐活動(dòng)的教學(xué)設(shè)計(jì),進(jìn)行了實(shí)踐教學(xué),并對(duì)實(shí)施效果進(jìn)行總結(jié)評(píng)價(jià)。
[Abstract]:The "outline of basic education curriculum reform (Trial)" was issued and implemented in 2001, which clearly pointed out: from primary school to senior high school comprehensive practical activities are set as a compulsory course. Carry out the comprehensive practice of biology teachers is based on biology science knowledge background, comprehensive practice student-centered. From the research, design to implementation the biology teachers carry out comprehensive practical activities are based on the direct experience of students, respect the subjectivity of students. The comprehensive practical activities and biology combined with comprehensive practical activities, which make up the biology classroom teaching students' active participation is not high, lack of hands-on operation ability, and meet the requirements of the curriculum reform. Using the method of literature, in the review of the domestic and foreign research status of comprehensive practical activities on the concept of comprehensive practice, biology teachers. The exhibition features comprehensive practice, classification and theoretical basis of the paper. Secondly, using questionnaires and interviews, the basic situation of the implementation of comprehensive practice activity of biology teachers, the understanding and attitude, teachers and students to carry out comprehensive practice of biology teachers guide, students' literacy, school management and existing problems of investigation, found the comprehensive practical activities in the open state of middle school is not optimistic, there are many problems. Such as school leaders do not attach importance to the biological teachers to carry out comprehensive practical activities, widespread occupation of part of the school activity class when the phenomenon; lack of planning activities, the implementation of blindness; without the guidance of professional teachers; comprehensive evaluation system; activity design is not standardized. Once again found the problem summary, put forward relevant strategies and suggestions, such as to change the traditional ideas, clear live Dynamic status; perfect plan, perfect protection activities; strengthen the training of teachers, improve the level of teachers; to establish the evaluation system, perfect the evaluation mechanism; specification design, perfect implementation. Finally, in this paper based on the design and implementation of integrated practice activity, determine the basic part of the design section of comprehensive practice activity. The teaching design of comprehensive practice activities a biology teacher, the teaching practice, and summarize and evaluate the implementation effect.

【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.91
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本文編號(hào)：1585565