本文選題：課堂教學(xué)　切入點(diǎn)：全面發(fā)展　出處：《重慶師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：“多維”是指改變過去教師獨(dú)占課堂、學(xué)生被動(dòng)接受的單一的教學(xué)信息傳遞方式,促成課堂教學(xué)多向互動(dòng)(師生、生生、群體等)局面的出現(xiàn);“互動(dòng)”是指通過教學(xué)主體互動(dòng)、教學(xué)主客體間互動(dòng)、師生認(rèn)知互動(dòng)、師生情感互動(dòng)、師生實(shí)踐活動(dòng)互動(dòng)等,包含了互動(dòng)的關(guān)系、互動(dòng)的內(nèi)容、互動(dòng)的方向等,促進(jìn)多維互動(dòng)的教學(xué)關(guān)系的生成,實(shí)現(xiàn)學(xué)生的主動(dòng)發(fā)展。本研究以社會(huì)學(xué)和教育學(xué)中的互動(dòng)理論、建構(gòu)主義學(xué)習(xí)理論、符號(hào)互動(dòng)論、集體動(dòng)力理論等為基礎(chǔ),采用行動(dòng)研究法、文獻(xiàn)資料法、實(shí)例論證法進(jìn)行研究。在教學(xué)實(shí)習(xí)期間,選擇高一年級(jí)4個(gè)班的學(xué)生采取多維互動(dòng)教學(xué)策略進(jìn)行對(duì)照實(shí)驗(yàn),使用人教版高中生物必修一《分子與細(xì)胞》的第二、三、四章內(nèi)容進(jìn)行對(duì)比教學(xué),運(yùn)用統(tǒng)計(jì)分析法進(jìn)行實(shí)驗(yàn)結(jié)果分析和評(píng)價(jià)。實(shí)驗(yàn)結(jié)果表明:經(jīng)過采取多維互動(dòng)教學(xué)策略后,優(yōu)等實(shí)驗(yàn)班生物成績(jī)與對(duì)照班的生物成績(jī)之間存在顯著性差異,優(yōu)等實(shí)驗(yàn)班的平均分比前測(cè)時(shí)的成績(jī)提高了3.183分,對(duì)照班比其前測(cè)提高了0.768分,由此可以說明優(yōu)等班采取多維互動(dòng)教學(xué)策略后生物成績(jī)會(huì)有所提高;中等實(shí)驗(yàn)班在采取多維互動(dòng)教學(xué)策略后與其對(duì)照班差異極其顯著,中等實(shí)驗(yàn)班的平均分提高了3.073分,而中等對(duì)照班卻降低了1.291分,說明中等班在采取多維互動(dòng)教學(xué)策略后生物成績(jī)會(huì)有所提高。并且證明采取多維互動(dòng)教學(xué)策略可以促進(jìn)學(xué)生有效實(shí)現(xiàn)三維學(xué)習(xí)目標(biāo),培養(yǎng)學(xué)生的自學(xué)能力以及提高學(xué)生的學(xué)習(xí)效率和主動(dòng)性,能將傳統(tǒng)“靜止”的課堂教學(xué)狀態(tài)轉(zhuǎn)換為“動(dòng)態(tài)”的課堂,更有效構(gòu)建平等和諧的師生關(guān)系。
[Abstract]:"multidimensional" refers to the change of the single teaching information transmission mode, which used to be exclusively occupied by teachers and accepted passively by students, so as to promote the emergence of multi-directional interaction in classroom teaching (teachers, students, students, groups, etc.); "interaction" refers to the interaction of teaching subjects. The interaction between subject and object of teaching, cognitive interaction between teachers and students, emotional interaction between teachers and students, practical interaction between teachers and students, etc., includes the interactive relationship, the content of interaction, the direction of interaction, and so on, which promotes the generation of multi-dimensional interactive teaching relationship. This study is based on the interactive theory in sociology and pedagogy, constructivism learning theory, symbolic interaction theory, collective motivation theory, and so on. During the teaching practice period, the students in the four classes of grade one of senior high school adopted multi-dimensional interactive teaching strategy to carry on the comparative experiment, using the second and third of "molecules and cells", which is the required course of biology in senior high school. The four chapters are compared with each other, and the results of the experiment are analyzed and evaluated by statistical analysis. The experimental results show that: after adopting multi-dimensional interactive teaching strategy, There was significant difference between the biological score of the excellent experimental class and that of the control class. The average score of the excellent experimental class was 3.183 points higher than that of the pre-test, and the control class was 0.768 points higher than that of the control class. It can be concluded that the biological achievement of the excellent class will be improved after adopting the multi-dimensional interactive teaching strategy, and the average score of the middle experimental class has increased by 3.073 points after adopting the multi-dimensional interactive teaching strategy compared with the control class. But the middle control class reduced 1.291 points, which indicated that the biological achievement of the secondary class would be improved after adopting the multi-dimensional interactive teaching strategy, and proved that adopting the multi-dimensional interactive teaching strategy could promote the students to realize the three-dimensional learning goal effectively. By cultivating students' self-study ability and improving their learning efficiency and initiative, the traditional "static" classroom teaching state can be transformed into "dynamic" classroom, and the equal and harmonious teacher-student relationship can be constructed more effectively.
【學(xué)位授予單位】：重慶師范大學(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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