發(fā)布時間：2018-05-18 01:08

  本文選題：問題情境 + 初中生物學�。� 參考：《魯東大學》2017年碩士論文

【摘要】：生物學是一門重要的學科,掌握生物學的概念對學習好生物學具有重要的意義。為了更好的開展生物學概念教學,研究問題情境教學策略的應用具有重要的作用。通過創(chuàng)設問題情境進行概念教學,有助于學生在理解的基礎上掌握概念。而且,概念教學的目的是解決實際問題,還可以通過創(chuàng)設問題情境檢測概念教學的效果。問題情境教學策略的特點以及它的創(chuàng)設原則符合中學生的認知基礎和邏輯思維。學生通過解決問題掌握概念,而概念的獲得則還是通過問題解決進行驗證。問題情境教學策略既可以作為開展生物學概念教學的“載體”,也可作為評價生物學概念教學的“工具”。所以,在生物學概念教學中應用問題情境教學策略是具有重要的作用。為了研究問題情境在生物學概念教學中的應用,本文采用文獻法、問卷調(diào)查法、觀察法、訪談法等研究方法,在教師方面和學生方面分別進行調(diào)查和分析。發(fā)現(xiàn)問題情境在初中生物學概念教學應用中存在的問題,在此基礎上,針對發(fā)現(xiàn)問題提出相應的對策,同時在生物學教科書上選取兩節(jié)內(nèi)容運用問題情境教學策略進行教學設計,為一線教師的教學和相關研究工作提供參考。首先,通過發(fā)放調(diào)查問卷和實地訪談對煙臺市初中生物學教師應用問題情境開展概念教學的狀況進行調(diào)查,同時對部分學生的情況進行調(diào)查。結果發(fā)現(xiàn)存在一些問題教師不但對問題情境教學策略的應用缺乏認識,而且還缺乏挖掘、選擇、處理或編輯問題情境素材的能力。在教學過程中,教師忽略對學生問題意識和解決問題能力的培養(yǎng)。導致學生方面也存在一些問題,學生的問題意識的薄弱,存在不敢質(zhì)疑、不敢提問和不善于提問的現(xiàn)象,還有的學生死記硬背概念對生物學概念完全不理解。然后,為了發(fā)揮問題情境教學策略的積極作用,針對調(diào)查中發(fā)現(xiàn)的問題提出了相應的對策,學校應對教師組織理論培訓,提高教師對問題情境的應用能力,從而提高教師挖掘、選擇、處理或編輯問題情境的能力。鼓勵教師學習,從而提高知識水平。生物學教師要做到善于激發(fā)學生的學習興趣,鼓勵學生提出問題,發(fā)揮學生的主體作用,提高學生解決問題的能力。最后,選取生物學教科書的兩節(jié)內(nèi)容進行教學設計。
[Abstract]:Biology is an important subject. Mastering the concept of biology is of great significance to the study of biology. In order to develop biology concept teaching better, it is very important to study the application of problem situation teaching strategy. It is helpful for students to master concepts on the basis of understanding by creating problem situations. Moreover, the purpose of concept teaching is to solve practical problems, and the effect of concept teaching can be tested by creating problem situation. The characteristics of situational teaching strategy and its principles accord with the cognitive foundation and logical thinking of middle school students. Students master concepts through problem-solving, and the acquisition of concepts is verified by problem-solving. The problem situation teaching strategy can be used not only as the carrier of biology concept teaching, but also as a tool to evaluate biology concept teaching. Therefore, the application of situational teaching strategies in biology concept teaching plays an important role. In order to study the application of question situation in the teaching of biological concept, this paper adopts the methods of literature, questionnaire, observation, interview and so on to investigate and analyze the teachers and students respectively. On the basis of finding the problems existing in the application of biology concept teaching in junior high school, this paper puts forward the corresponding countermeasures for the discovery of the problems. At the same time, two sections of biology textbook are selected to design the teaching by using the problem situation teaching strategy, which provides a reference for the teaching and related research work of the front-line teachers. First of all, through the distribution of questionnaires and field interviews to Yantai junior high school biology teachers in the application of the situation of concept teaching situation to carry out a survey, at the same time the situation of some students were investigated. The results show that there are some problem teachers not only lack understanding of the application of problem situation teaching strategy, but also lack the ability to excavate, select, process or edit the problem situation material. In the process of teaching, teachers neglect the cultivation of students' problem awareness and problem-solving ability. As a result, there are also some problems in students, such as the weakness of students' awareness of problems, the phenomenon of not questioning, not daring to ask questions and not being good at questioning, and the fact that some students do not understand the concept of biology completely by rote memorization. Then, in order to give full play to the positive role of the problem situation teaching strategy, this paper puts forward the corresponding countermeasures to the problems found in the investigation. The school should organize theoretical training for the teachers, improve the teachers' ability to apply the problem situation, and thus improve the teachers' mining. Ability to select, process, or edit problem situations. Teachers are encouraged to learn so as to improve their knowledge. Biology teachers should be good at arousing students' interest in learning, encouraging students to ask questions, giving play to students' main role and improving students' ability to solve problems. Finally, two sections of biology textbook are selected for teaching design.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91

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