本文選題：初中生物 + 問題情境教學(xué)��； 參考：《云南師范大學(xué)》2017年碩士論文

【摘要】：教育部制訂的《全日制義務(wù)教育生物課程標(biāo)準(zhǔn)》(2011版)要求教師在教學(xué)活動(dòng)中需不斷地探索有效的提高學(xué)生主動(dòng)學(xué)習(xí)能力的教學(xué)思路,正確引導(dǎo)學(xué)生學(xué)會(huì)解決生活中遇到的實(shí)際問題的方法。在此背景下,為了達(dá)到提高初中生物課堂教學(xué)效果,培養(yǎng)學(xué)生的探究創(chuàng)新意識(shí),促使學(xué)生樹立終身學(xué)習(xí)理念的目的,本項(xiàng)目開展了把問題情景教學(xué)法引入到初中生物學(xué)教學(xué)中的研究課題。本論文介紹了與問題情境教學(xué)相關(guān)的概念以及教育教學(xué)和教育心理學(xué)的理論基礎(chǔ);敘述了問題情境教學(xué)的國(guó)內(nèi)外研究現(xiàn)狀;分析了云縣第一完全中學(xué)初中生物教學(xué)的學(xué)情,研究和總結(jié)了初中生物問題情境創(chuàng)設(shè)的經(jīng)驗(yàn)和方法,選取《生物圈中的其他生物》這一模塊的教學(xué)內(nèi)容創(chuàng)設(shè)了六個(gè)教學(xué)案例,并進(jìn)行了教學(xué)實(shí)踐;通過統(tǒng)計(jì)、分析問卷調(diào)查、學(xué)生考試成績(jī)等結(jié)果和數(shù)據(jù),進(jìn)一步驗(yàn)證了問題情境教學(xué)法在初中生物課堂教學(xué)中有理想的積極作用;反思了問題情境教學(xué)在實(shí)施過程中出現(xiàn)的問題。研究結(jié)果表明,在云縣第一完全中學(xué)初中生物問題情境教學(xué)的實(shí)踐過程中,教師的教研水平、教學(xué)能力和課堂教學(xué)效果均有提升,同時(shí)也培養(yǎng)了學(xué)生探究學(xué)習(xí)的思維和能力,促進(jìn)了學(xué)生主動(dòng)學(xué)習(xí)的意識(shí)、提高了學(xué)習(xí)的效果,達(dá)到了教師可教學(xué)相長(zhǎng)和學(xué)生可全面掌握相應(yīng)知識(shí)的教學(xué)目標(biāo)。期望本項(xiàng)目的研究成果,對(duì)初中生物教師和初中生物教學(xué)改革有一定參考價(jià)值。
[Abstract]:The "Biology Curriculum Standard for Full-time compulsory Education" made by the Ministry of Education (2011) requires teachers to constantly explore effective teaching ideas to improve students' active learning ability in teaching activities. Correctly guide students to learn how to solve practical problems in life. Under this background, in order to improve the teaching effect of biology in junior high school, cultivate the students' consciousness of inquiry and innovation, and promote the students to set up the idea of lifelong learning, This project carried out the research subject of introducing situational teaching method into biology teaching in junior high school. This paper introduces the concepts related to problem situation teaching and the theoretical basis of education teaching and educational psychology, narrates the domestic and international research status of problem situation teaching, analyzes the learning situation of biology teaching in the first complete middle school of Yunxian County. This paper studies and summarizes the experience and method of creating biological problem situation in junior high school, selects the teaching content of "other Biology in the Biosphere" module to create six teaching cases, and carries on the teaching practice, through the statistics, the analysis questionnaire, The results and data of students' test results further verify the positive role of problem-situational teaching in junior high school biology classroom teaching, and reflect on the problems in the implementation of problem-situational teaching. The results show that the teaching research level, teaching ability and classroom teaching effect of the teachers have been improved in the practical process of biology problem situation teaching in the first complete middle school of Yunxian County, and the students' thinking and ability of inquiry learning have also been cultivated at the same time. It promotes students' consciousness of active learning, improves the effect of learning, and achieves the teaching goal that teachers can teach each other and students can master the corresponding knowledge in an all-round way. The research results of this project are expected to be of some reference value to junior high school biology teachers and junior high school biology teaching reform.
【學(xué)位授予單位】：云南師范大學(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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