本文選題：高中生物教學(xué) + 體驗(yàn)式教學(xué)��； 參考：《云南師范大學(xué)》2017年碩士論文

【摘要】：隨著我國(guó)新課程改革的推進(jìn),許多新型教學(xué)方法進(jìn)入了教育工作者的視野,其中體驗(yàn)式教學(xué)倍受青睞,已廣泛應(yīng)用于教學(xué)領(lǐng)域,并取得了許多成果,但保山市龍陵縣第一中學(xué)高中生物教學(xué)中仍然采用傳統(tǒng)方式教學(xué),課堂上學(xué)生學(xué)習(xí)生物學(xué)的興趣不高,對(duì)生物學(xué)的知識(shí)掌握不牢固,解決生物學(xué)問(wèn)題的能力較弱,學(xué)習(xí)成績(jī)不夠理想。為改變這一狀況,本研究借鑒開(kāi)展體驗(yàn)式教學(xué)先行者之經(jīng)驗(yàn),將理論研究與龍陵一中生物教學(xué)現(xiàn)實(shí)情況相結(jié)合,以體驗(yàn)式教學(xué)的理念為指導(dǎo)思想,高中生物教材內(nèi)容為核心,擬定了六種體驗(yàn)式教學(xué)策略,對(duì)應(yīng)編制了八個(gè)教學(xué)案例,采用案例教學(xué)的模式,將體驗(yàn)式教學(xué)策略引入到高中生物教學(xué)中,為更好實(shí)現(xiàn)新課改的宗旨奠定基礎(chǔ)。研究過(guò)程中,以龍陵一中高二年級(jí)4個(gè)理科班為研究對(duì)象,分別設(shè)立了兩個(gè)實(shí)驗(yàn)班和兩個(gè)對(duì)照班,進(jìn)行了一個(gè)學(xué)期的體驗(yàn)式教學(xué)實(shí)驗(yàn)。在實(shí)施體驗(yàn)式教學(xué)實(shí)驗(yàn)前,對(duì)實(shí)驗(yàn)班和對(duì)照班的學(xué)生進(jìn)行了問(wèn)卷調(diào)查、訪(fǎng)談和階段性高中生物試題測(cè)評(píng),訪(fǎng)談和問(wèn)卷調(diào)查的結(jié)果顯示實(shí)驗(yàn)班和對(duì)照班的學(xué)生在對(duì)生物的學(xué)習(xí)興趣和課堂收獲方面基本相似,試題測(cè)評(píng)成績(jī)差異不顯著(P0.05)。在實(shí)施體驗(yàn)式案例教學(xué)后,再次對(duì)實(shí)驗(yàn)班和對(duì)照班的學(xué)生進(jìn)行了問(wèn)卷調(diào)查、訪(fǎng)談和高中生物試題測(cè)評(píng)。問(wèn)卷調(diào)查和訪(fǎng)談結(jié)果顯示實(shí)驗(yàn)班學(xué)生的生物學(xué)習(xí)興趣、課堂收獲和學(xué)習(xí)成功感明顯高于對(duì)照班。將4次后測(cè)成績(jī)與前測(cè)成績(jī)進(jìn)行統(tǒng)計(jì)學(xué)分析,結(jié)果顯示對(duì)照班高中生物試題測(cè)評(píng)成績(jī)好于對(duì)照班,差異極顯著(P0.01)。結(jié)果顯示,在體驗(yàn)式教學(xué)策略指導(dǎo)下的龍陵一中高中生物教學(xué)實(shí)踐中,學(xué)生普遍歡迎以體驗(yàn)式教學(xué)案例開(kāi)展的教學(xué),體驗(yàn)式教學(xué)可提高學(xué)生學(xué)習(xí)生物的興趣和生物學(xué)科的成績(jī)。期望本研究中形成的六種體驗(yàn)式教學(xué)策略和對(duì)應(yīng)的八個(gè)生物教學(xué)案例,對(duì)龍陵一中的高中生物教學(xué)改革和其他地域教學(xué)一線(xiàn)的生物教師具有參考價(jià)值。
[Abstract]:With the development of the new curriculum reform in China, many new teaching methods have entered the field of vision of educators, among which experiential teaching has been widely used in the field of teaching, and many achievements have been made. However, in the biology teaching of the first middle school in Longling County, Baoshan City, the traditional teaching method is still adopted. The students in the classroom are not interested in learning biology, have a weak grasp of biology knowledge, and have a weak ability to solve biological problems. The academic achievement is not good enough. In order to change this situation, this study draws lessons from the experience of developing experiential teaching pioneers, combines theoretical research with the reality of biology teaching in Longling No. 1 Middle School, takes the idea of experiential teaching as the guiding ideology, and the content of biology teaching materials in senior high school as the core. Six kinds of experiential teaching strategies have been drawn up and eight teaching cases have been compiled. The experiential teaching strategy has been introduced into biology teaching in senior high school to lay the foundation for better realization of the aim of the new curriculum reform. In the course of the study, two experimental classes and two control classes were set up, and the experimental teaching experiments were carried out for one semester. Before implementing the experiential teaching experiment, the students in the experimental class and the control class were investigated with questionnaires, interviews and periodic high school biology test tests. The results of interviews and questionnaires showed that the students in the experimental class and the control class were similar in their interest in biology learning and in classroom learning, and there was no significant difference in the test results. After the implementation of experiential case teaching, the students in the experimental class and the control class were surveyed, interviewed and evaluated again. The results of questionnaire and interview showed that the students in the experimental class had higher interest in biological learning, higher sense of success in class and success than those in the control class. The results showed that the scores of biological test in the control class were better than those in the control class, and the difference was very significant (P 0.01). The results show that in the practice of biology teaching in Longling No. 1 Middle School under the guidance of experiential teaching strategy, students generally welcome the teaching of experiential teaching cases, and experiential teaching can improve students' interest in learning biology and the achievement of biology. It is expected that the six experiential teaching strategies and the corresponding eight biological teaching cases in this study will be of reference value to biology teachers in senior high school biology teaching reform and other regional teaching lines in Longling No. 1 Middle School.
【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(lèi)號(hào)】：G633.91

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