本文選題：教學(xué)設(shè)計(jì)模式 + 以學(xué)為主　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：新課標(biāo)強(qiáng)調(diào)生物學(xué)科應(yīng)注重提高學(xué)生的生物科學(xué)素養(yǎng),促進(jìn)學(xué)生的全面發(fā)展。而以往更看重教授學(xué)生經(jīng)驗(yàn)知識(shí)的教學(xué)方式已不能完全滿足課程改革的要求以及學(xué)生發(fā)展的需要,本文所倡導(dǎo)的以“學(xué)”為主教學(xué)設(shè)計(jì)模式更加注重學(xué)生自主學(xué)習(xí)和協(xié)作學(xué)習(xí)能力的培養(yǎng),較為符合課標(biāo)的要求。隨著多媒體及網(wǎng)絡(luò)技術(shù)的普及、交互學(xué)習(xí)環(huán)境的興起、豐富的信息資源以及建構(gòu)主義學(xué)習(xí)理論的深入,以“學(xué)”為主教學(xué)設(shè)計(jì)模式在當(dāng)代教學(xué)設(shè)計(jì)中受到越來(lái)越多教育者的重視。本文利用文獻(xiàn)法、訪談法對(duì)以“學(xué)”為主教學(xué)設(shè)計(jì)模式進(jìn)行了專門研究,共分為六個(gè)模塊。首先,筆者對(duì)以“學(xué)”為主教學(xué)設(shè)計(jì)模式的研究背景進(jìn)行了描述,對(duì)此模式的研究現(xiàn)狀進(jìn)行了詳細(xì)的闡明,由此得出研究此教學(xué)設(shè)計(jì)模式的目的及意義。第二模塊主要是對(duì)以“學(xué)”為主教學(xué)設(shè)計(jì)模式進(jìn)行概述,通過(guò)分析以“學(xué)”為主教學(xué)設(shè)計(jì)模式涉及到的概念、模式、設(shè)計(jì)原則及理論基礎(chǔ),突顯出以“學(xué)”為主教學(xué)設(shè)計(jì)模式的特點(diǎn)。第三模塊主要對(duì)以“學(xué)”為主教學(xué)設(shè)計(jì)模式在生物教學(xué)設(shè)計(jì)中的應(yīng)用過(guò)程進(jìn)行分析,包括各部分設(shè)計(jì)時(shí)應(yīng)注意的問(wèn)題以及相關(guān)例證。第四模塊,筆者對(duì)相關(guān)教學(xué)設(shè)計(jì)案例進(jìn)行分析與評(píng)價(jià),并在此基礎(chǔ)上,結(jié)合生物學(xué)科的特點(diǎn),設(shè)計(jì)出不同課型的生物教學(xué)設(shè)計(jì)案例:新授課教學(xué)設(shè)計(jì)和實(shí)驗(yàn)課生物教學(xué)設(shè)計(jì)。第五模塊是中學(xué)教師與學(xué)生對(duì)本文教學(xué)設(shè)計(jì)的評(píng)價(jià),筆者根據(jù)評(píng)價(jià)時(shí)提出的意見(jiàn)與建議,對(duì)教學(xué)設(shè)計(jì)案例進(jìn)行了及時(shí)修改,使之得到進(jìn)一步完善。最后一模塊,通過(guò)對(duì)前面內(nèi)容的分析,結(jié)合同學(xué)、老師給出的評(píng)價(jià),得出相應(yīng)的結(jié)論與反思,并對(duì)對(duì)本文存在的不足之處進(jìn)行了說(shuō)明�？傊�,以“學(xué)”為主教學(xué)設(shè)計(jì)模式與其他教學(xué)設(shè)計(jì)模式相輔相成,同時(shí)它也擁有自身的獨(dú)特價(jià)值,在提高學(xué)生生物科學(xué)素養(yǎng)和創(chuàng)新能力方面起著不可忽視的作用,是一種較為適合在中學(xué)生物教學(xué)中進(jìn)行推廣的教學(xué)設(shè)計(jì)模式。
[Abstract]:The new curriculum standard emphasizes that biology should focus on improving students' biological scientific literacy and promoting students' all-round development. However, in the past, the teaching method which paid more attention to teaching students' experience knowledge could not fully meet the requirements of curriculum reform and the needs of students' development. The teaching design model based on "learning" advocated in this paper pays more attention to the cultivation of students' autonomous learning and cooperative learning ability, which is more in line with the requirements of the curriculum standard. With the popularization of multimedia and network technology, the rise of interactive learning environment, the rich information resources and the deepening of constructivism learning theory, More and more educators pay more and more attention to "learning" as the main teaching design mode in contemporary teaching design. Based on literature and interview, this paper makes a special study on the teaching design model of "learning", which is divided into six modules. First of all, the author describes the research background of "learning" as the main teaching design model, expounds the current research situation of this model in detail, and obtains the purpose and significance of studying this teaching design mode. The second module is mainly to "study" the main teaching design pattern to carry on the summary, through the analysis "study" the main teaching design pattern involves the concept, the pattern, the design principle and the theory foundation, It highlights the characteristics of the teaching design model based on "learning". The third module mainly analyzes the application process of "learning" teaching design pattern in biology teaching design, including the problems that should be paid attention to in the design of each part and relevant examples. In the fourth module, the author analyzes and evaluates the relevant teaching design cases, and on this basis, combines the characteristics of biology, designs different kinds of biology teaching design cases: new teaching design and experimental biology teaching design. The fifth module is the evaluation of the teaching design of the middle school teachers and students. According to the opinions and suggestions put forward in the evaluation, the author has modified the teaching design case in time to further improve it. Finally, through the analysis of the previous contents, combined with the evaluation given by students and teachers, the corresponding conclusions and reflections are drawn, and the shortcomings of this paper are explained. In a word, the teaching design mode based on "learning" and other teaching design modes complement each other, at the same time, it also has its own unique value, which plays an important role in improving students' biological scientific literacy and innovation ability. It is a more suitable teaching design model for middle school biology teaching.
【學(xué)位授予單位】：山東師范大學(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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