本文選題：三段七步教學策略 + 中學生物�。� 參考：《廣西師范大學》2017年碩士論文

【摘要】：有效課堂教學一直是教師教學中不斷探索研究的課題。傳統(tǒng)的教學模式中教師是課堂的主角,學生是旁觀被迫接受者,一味強調(diào)教師的“教”而忽視學生的“學”,學與教本末倒置,忽略了學生情感、智力、個性與創(chuàng)新的全面發(fā)展。中學階段設(shè)置生物課程是在七八年級和高中階段,在九年級就出現(xiàn)了生物課程的空白期,形成一個斷層,使得學生在高一階段重新接觸生物課程后,因內(nèi)容增加以及難度加大,加上教師教學方式的差別,一時間難以適應(yīng)高中學習節(jié)奏,對生物無法提起興趣,時間一長產(chǎn)生厭倦感,如教師在授課時不加以關(guān)注并改變教學策略,厭倦局面將會擴大并且形成惡性循環(huán),久而久之,“不喜歡生物課”形成常態(tài)。此時,注重初高中生物銜接教學,運用一定的教學策略進行有效課堂教學嘗試迫在眉睫。本文以新課程改革核心理念“一切為了學生的發(fā)展”為目標,結(jié)合傳統(tǒng)教學優(yōu)勢,利用“三段七步教學策略”探索初高中生物銜接教學的有效課堂模式。經(jīng)過研究,筆者梳理了三段七步教學策略理論知識,總結(jié)初中生物與高中生物教材內(nèi)容上有銜接的部分,旨在把三段七步教學策略應(yīng)用于銜接教學,面向全體中學生,培養(yǎng)學生良好的自主學習習慣、學習能力以及探究性思維能力,達到促進學生素質(zhì)的全面發(fā)展和具有終身學習能力的目標。本研究采用文獻法、實驗法、問卷調(diào)查法、行動研究法以及案例分析法,闡述三段七步教學策略內(nèi)容:導入性活動階段(吸引注意和明確目標)、發(fā)展性活動階段(自主研究、小組合作和展示評價)、結(jié)果性活動階段(鞏固遷移和歸納總結(jié))。重點研究如何把三段七步教學策略與銜接教學融合在一起達到有效教學的目的。在研究中利用自己多年的教學經(jīng)驗以及三段七步教學策略營造了和諧放松的教學環(huán)境,建立規(guī)范民主的課堂秩序,培養(yǎng)了學生一定的自主探究能力和積極樂觀的學習態(tài)度,給中學生物銜接教學提供了有效課堂教學理論依據(jù)和策略。通過研究,發(fā)現(xiàn)把三段七步教學策略應(yīng)用于中學生物銜接教學,在一定程度上能提高中學生對生物的興趣,并且能明顯提高中學生的生物學習成績、自主學習能力和創(chuàng)新意識,對提高課堂教學效率有一定的作用。
[Abstract]:Effective classroom teaching has always been a subject of continuous exploration and research in teachers' teaching. In the traditional teaching mode, the teacher is the protagonist of the classroom, the student is the passive receiver, the teacher's "teaching" is blindly emphasized while the student's "learning" is ignored, the learning and teaching are put before the horse, and the students' emotion and intelligence are ignored. The all-round development of personality and innovation. In the middle school stage, the biology curriculum was set up in grades seven or eight and in the senior high school. In the ninth grade, there was a gap in the biology curriculum, which formed a fault. After the students recontacted the biology curriculum in the first year of senior high school, the content increased and the difficulty increased. Combined with the differences in teaching methods, it is difficult to adapt to the high school learning rhythm for a time, unable to arouse interest in biology, and tired over time, such as teachers do not pay attention to teaching and change teaching strategies. Boredom will expand and form a vicious circle, and over time, disliking biology lessons will become the norm. At this point, it is urgent to pay attention to biological cohesion teaching in middle and high schools, and to use certain teaching strategies to carry out effective classroom teaching. This paper aims at the core idea of the new curriculum reform, "everything for the development of students", combines the advantages of traditional teaching, and explores the effective classroom model of biological cohesion teaching in middle and high schools by using "three stages and seven steps teaching strategy". Through the research, the author combs the theoretical knowledge of the three-stage and seven-step teaching strategy, summarizes the linking part of the biology teaching materials of junior middle school and senior high school, and aims to apply the three-stage and seven-step teaching strategy to the cohesive teaching, so as to face all the middle school students. In order to promote the all-round development of students' quality and lifelong learning ability, we should cultivate students' good autonomous learning habits, learning ability and inquiry thinking ability. This study uses literature, experiment, questionnaire, action research and case analysis to expound the contents of three-stage and seven-step teaching strategies: the stage of leading activities (attracting attention and defining goals), the stage of developmental activities (independent research), Group cooperation and demonstration evaluation, outcome activity phase (consolidation of migration and summary of induction). This paper focuses on how to integrate three-stage and seven-step teaching strategies with cohesive teaching to achieve the purpose of effective teaching. In the course of the research, we have built a harmonious and relaxed teaching environment by using our own teaching experience and three-stage and seven-step teaching strategy, established the standard and democratic classroom order, and cultivated the students' self-inquiry ability and positive and optimistic learning attitude. It provides effective theoretical basis and strategies for biological cohesion teaching in middle school. Through the research, it is found that applying the three-stage and seven-step teaching strategy to the biological cohesion teaching in middle school can improve the students' interest in biology to a certain extent, and can obviously improve the students' biological learning achievement, autonomous learning ability and innovative consciousness. To improve the efficiency of classroom teaching has a certain role.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91

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