本文選題：教學(xué)問題 + 教學(xué)設(shè)計　； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：基于“教學(xué)問題”為中心的高中生物學(xué)教學(xué)設(shè)計注重師范生對教學(xué)設(shè)計理論的靈活應(yīng)用,旨在使其在明確什么是“教學(xué)問題”的前提下,學(xué)會以“教學(xué)問題”為中心進行教學(xué)設(shè)計,而不只是單純依據(jù)固定的教學(xué)設(shè)計模式進行模板化、工具化的教學(xué)設(shè)計。強調(diào)師范生從重視教學(xué)設(shè)計形式過渡到重視教學(xué)設(shè)計形式與教學(xué)設(shè)計內(nèi)容相結(jié)合,以教學(xué)設(shè)計中存在的“教學(xué)問題”為中心,杜絕目前教學(xué)設(shè)計空洞化的現(xiàn)象,從而使其對教什么、怎么教、為什么這么教產(chǎn)生更深刻地理解。本研究通過運用文獻研究法、觀察法對師范生因忽略具體“教學(xué)問題”單純按照固定教學(xué)模式進行教學(xué)設(shè)計而導(dǎo)致教學(xué)設(shè)計形式化的現(xiàn)象進行實證研究。通過查閱大量文獻并結(jié)合教學(xué)設(shè)計相關(guān)理論,向師范生明確“教學(xué)問題”的本質(zhì),結(jié)合對師范生教學(xué)設(shè)計的實地觀察列出師范生在教學(xué)指導(dǎo)思想、教學(xué)策略、教學(xué)方法、教學(xué)內(nèi)容等四個主要方面的“教學(xué)問題”。通過對上述四個方面所出現(xiàn)的“教學(xué)問題”內(nèi)涵與特征的介紹,針對性提出如何基于“教學(xué)問題”為中心進行教學(xué)設(shè)計的策略。最后通過實際教學(xué)設(shè)計案例,結(jié)合學(xué)科特點,向師范生直觀展示如何基于上述四方面出現(xiàn)的“教學(xué)問題”為中心進行高中生物學(xué)教學(xué)設(shè)計。全文主要由五個部分組成:第一部分:對“教學(xué)問題”、教學(xué)設(shè)計、高中生物教學(xué)設(shè)計等相關(guān)概念進行界定,并闡述本研究的理論基礎(chǔ)。第二部分:對“教學(xué)問題”的內(nèi)涵與特征進行詳細(xì)闡述,其中主要對師范生在教學(xué)指導(dǎo)思想、教學(xué)內(nèi)容、教學(xué)策略、教學(xué)方法等四個方面出現(xiàn)的“教學(xué)問題”進行深度剖析,并對這些“教學(xué)問題”的特征做了全面介紹。第三部分:提出基于“教學(xué)問題”為中心的教學(xué)設(shè)計策略。以教學(xué)設(shè)計中師范生出現(xiàn)的“教學(xué)問題”為出發(fā)點,提出針對性的策略:突破傳統(tǒng)教學(xué)設(shè)計范型地限制,由以“教學(xué)設(shè)計過程”為中心轉(zhuǎn)向以“教學(xué)問題”中心,提高教學(xué)設(shè)計理論的操作性,從理論上能夠?qū)Α敖虒W(xué)問題”進行明確分析,滲透教學(xué)設(shè)計經(jīng)驗,從經(jīng)驗總結(jié)中對“教學(xué)問題”的實質(zhì)表現(xiàn)有深度了解。第四部分:結(jié)合生物學(xué)科特點,基于上述“教學(xué)問題”為中心進行高中生物教學(xué)設(shè)計并進行案例分析。利用高中生物不同課型有針對性地直觀展示如何基于上述“教學(xué)問題”為中心進行教學(xué)設(shè)計,其中新授課主要以教學(xué)內(nèi)容分析中出現(xiàn)的“教學(xué)問題”為中心進行教學(xué)設(shè)計,復(fù)習(xí)課主要以教學(xué)指導(dǎo)思想地樹立和教學(xué)策略地選擇和運用中出現(xiàn)的“教學(xué)問題”為中心進行教學(xué)設(shè)計,實驗課主要以教學(xué)方法地運用中出現(xiàn)的“教學(xué)問題”為中心進行教學(xué)設(shè)計。第五部分:結(jié)語,進行研究總結(jié),對本文的研究不足之處進行簡要分析,并對以后可能的研究方向進行展望。
[Abstract]:The high school biology teaching design based on the "teaching problem" focuses on the flexible application of normal students to the theory of teaching design. The aim is to make it clear what "teaching problem" is on the premise of learning the "teaching problem" as the center of teaching design, rather than simply based on a fixed pattern of teaching design. The teaching design of instrumentalism emphasizes the transition from the emphasis on the form of teaching design to the combination of the teaching design form and the content of teaching design, taking the "teaching problems" as the center in the teaching design and eliminating the present phenomenon of the empty design of the present teaching design so as to make it more profound to teach and how to teach and why it is more profound. By using the method of literature research and observation, this study makes an empirical study on the phenomenon of formalization of teaching design resulting from the neglect of the specific "teaching problems" in the teaching design, which leads to the formal teaching design. By consulting a large number of documents and combining with the related theories of teaching design, the teaching problem is clear to the normal students. In essence, combining with the field observation of teaching design for normal students, the "teaching problems" in four main aspects, such as teaching guiding ideology, teaching strategy, teaching method and teaching content, are listed in this paper. Through the introduction of the connotation and characteristics of "teaching problems" in the above four aspects, the paper puts forward how to be based on "teaching knowledge". In the end, through the actual teaching design cases and the characteristics of the subject, the teaching design of high school is presented to the students in the four aspects. The full text is mainly composed of five parts: the first part: "teaching problems" and teaching In the second part, the connotation and characteristics of the "teaching problem" are expounded in detail, and the depth of the "teaching problems" in four aspects, such as teaching guiding ideology, teaching content, teaching strategies and teaching methods, is made in depth. The third part: putting forward the teaching design strategy based on the "teaching problem", taking the "teaching problem" as the starting point in the teaching design, and putting forward the strategy: breaking through the traditional teaching design model, by "teaching design process" "In the center of" teaching problem ", it can improve the operability of teaching design theory. It can make a clear analysis of" teaching problems "in theory, permeate teaching design experience, and understand the essence of" teaching problems "from experience summary. Fourth parts: combining the characteristics of biology subject, based on the above" teaching knowledge " The problem is centered on the design of biology teaching and case analysis in senior high school. Using the different classes of high school biology, the teaching design based on the above "teaching problems" is displayed directly and intuitively. The new teaching is mainly based on the "teaching problems" which appear in the analysis of the teaching content. The teaching design is centered on the establishment of teaching guiding ideology and the "teaching problems" in the selection and application of teaching strategies. The experiment course mainly focuses on the teaching design of "teaching problems" in the application of teaching methods. The fifth part is the conclusion, concluding the research and summarizing the shortcomings of this paper. A brief analysis is made, and future research directions are prospected.

【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91

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