本文選題：翻轉課堂 + 初中生物學教學��； 參考：《魯東大學》2017年碩士論文

【摘要】：基礎教育課程改革給初中生物學教學提出了一系列新的要求,傳統(tǒng)的生物學課堂己經(jīng)不能滿足新課改對學生學習目標的要求。隨著科學技術不斷發(fā)展,出現(xiàn)了許多電子學習設備,這些學習設備逐步進入到了中小學的課堂中,同時催生了多種新型的學習方式。其中,翻轉課堂脫穎而出,迅速成為教育界關注的焦點,越來越多地應用在中小學的課堂中。本研究采用文獻法、觀察法、案例法、調查法和訪談法,以基礎教育課程改革為要求,以教育信息化環(huán)境為背景,總結國內外研究現(xiàn)狀,分析翻轉課堂概念、形式及主體,并將翻轉課堂與傳統(tǒng)課堂作比較。研究將煙臺第十四中學作為研究基地,觀察初中生物學翻轉課堂的實施情況,并將不同類型的課程進行記錄分析,與一線教師進行交流、訪談調查,以此為依據(jù),分析翻轉課堂實踐過程中的問題和改進策略。最后在策略的基礎上進行課例設計和翻轉課堂教學活動設計總結。通過翻轉課堂實施觀察與分析,從翻轉課堂實施主體和網(wǎng)絡硬件設施兩方面進行肯定,在課例描述基礎上總結翻轉課堂在生物學中的適用,概述翻轉課堂在非寄宿式學校的實施方案。通過問卷和訪談調查,發(fā)現(xiàn)目前初中學生對生物學翻轉課堂的接受程度比較高,大多數(shù)學生認為網(wǎng)絡學習的條件很方便,但是仍然有多數(shù)學生會因為硬件操作或網(wǎng)絡問題受到影響。在學習效果調查中了解到,教師目前在興趣的培養(yǎng)方面做的比較好,但不同學生之間的小組協(xié)作能力差異性較大。所以,教師要保持學生的學習興趣,強化學生自主學習的方法,繼續(xù)培養(yǎng)和提高學生小組協(xié)作能力。綜合對初中翻轉課堂的實施觀察分析和問卷訪談調查結果,發(fā)現(xiàn)了教學設計、課堂效率、課后評價、和教學資源的利用等方面的問題。結合實際情況,針對問題提出了增強師生、生生互動、重新整合課程內容、適度調整教學評價、綜合培養(yǎng)學生能力、加強優(yōu)化交互平臺等策略。最后以《觀察植物細胞》一節(jié)為例進一步設計并實踐,與一線教師共同對課例進行細致分析和評價。在設計思路方面,從課前環(huán)節(jié)、課上環(huán)節(jié)和評價反饋環(huán)節(jié)作了論述。
[Abstract]:The curriculum reform of basic education has put forward a series of new requirements for biology teaching in junior high school. The traditional biology classroom can no longer meet the requirements of the new curriculum reform on the students' learning goals. With the development of science and technology, many e-learning devices have emerged, which have gradually entered the classroom of primary and secondary schools, and have given birth to a variety of new learning methods. Among them, flipping classroom stands out and becomes the focus of attention in education field, more and more applied in the classroom of primary and secondary schools. This research adopts literature method, observation method, case law, investigation method and interview method, takes the basic education curriculum reform as the request, takes the education information environment as the background, summarizes the domestic and foreign research present situation, analyzes the reversed classroom concept, the form and the main body. The flip class is compared with the traditional class. Taking the 14th middle school of Yantai as the research base, the study observed the implementation of the biology flipping classroom in junior high school, recorded and analyzed the different kinds of courses, exchanged with the front-line teachers, and interviewed the teachers. This paper analyzes the problems and improvement strategies in the process of flipping classroom practice. Finally, on the basis of strategy, the design of class examples and flipping classroom teaching activities are summarized. Through the observation and analysis of the flipping classroom implementation, the author affirms it from two aspects: the subject of the flipping classroom implementation and the network hardware facilities, and sums up the application of the flipping classroom in biology on the basis of the description of the class example. This paper summarizes the implementation of flipping classroom in non-boarding schools. Through questionnaires and interviews, it is found that the acceptance of biology flipping classroom is relatively high among junior middle school students at present, and most students think that the condition of online learning is very convenient. However, most students will still be affected by hardware operation or network problems. In the investigation of learning effects, it is found that teachers are doing well in developing their interest, but there is a great difference in the ability of group cooperation among different students. Therefore, teachers should maintain students' interest in learning, strengthen the method of students' autonomous learning, and continue to cultivate and improve the ability of students to cooperate in groups. Based on the observation and analysis of the implementation of flipping classroom in junior high school and the results of questionnaire interview, the problems in teaching design, classroom efficiency, after-class evaluation and the utilization of teaching resources are found. Combined with the actual situation, this paper puts forward some strategies such as strengthening the interaction between teachers and students, students' interaction, reintegrating the course content, adjusting teaching evaluation appropriately, synthetically cultivating students' ability, and strengthening the optimization of interaction platform. Finally, the section of observing plant cells is further designed and put into practice, and the class examples are analyzed and evaluated in detail with the first-line teachers. In terms of design ideas, this paper discusses the aspects of pre-class, class and evaluation feedback.
【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;G434

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