本文選題：高中生物 + 范例教學(xué)��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：新課程要求教師更新教育觀念,重建教學(xué)方式,因此,尋找適合知識經(jīng)濟(jì)社會背景下的教學(xué)方法顯得尤為重要。范例教學(xué)理論作為20世紀(jì)中葉的“新三大理論流派”之一,在今天仍然對我國的教育改革與發(fā)展具有重要的理論和實(shí)踐意義。范例教學(xué)理論提出,教學(xué)內(nèi)容要遵循基本性、基礎(chǔ)性和范例性三大原則,強(qiáng)調(diào)讓學(xué)生通過對范例的分析、討論與思考,獲得其中最具有典型性和規(guī)律性的知識和方法,轉(zhuǎn)變傳統(tǒng)教學(xué)的“從一般到個別”為“從個別到一般”,提升學(xué)生理解問題的能力、總結(jié)概括的能力,并起到“觸類旁通”、“聞一知十”的效果。研究內(nèi)容包括范例教學(xué)產(chǎn)生的時代背景、理論基礎(chǔ)、含義與概念、研究現(xiàn)狀及其與我國新課程改革的關(guān)系,力求在新課程背景下對范例教學(xué)理論進(jìn)行再認(rèn)識,并結(jié)合目前高中生物學(xué)科的特點(diǎn),對范例教學(xué)在高中生物教學(xué)中的應(yīng)用進(jìn)行可行性分析,闡述高中生物新授課與復(fù)習(xí)課實(shí)施范例教學(xué)的必要性。根據(jù)范例教學(xué)理論強(qiáng)調(diào)的“三條基本原則”、“三個統(tǒng)一”、“五個分析”與“四個階段”的要求,設(shè)計(jì)了適用于高中生物學(xué)課的范例教學(xué)的模式:范例分析、歸類遷移、總結(jié)規(guī)律、實(shí)踐應(yīng)用。以現(xiàn)實(shí)的生物課堂為載體,探討范例教學(xué)理論如何在生物課堂教學(xué)中進(jìn)行應(yīng)用,并結(jié)合新課程理念和筆者的實(shí)習(xí)經(jīng)歷,編寫范例教學(xué)的課堂實(shí)踐課例。論文采取的研究方法包括:文獻(xiàn)閱讀法、問卷調(diào)查法、訪談法、實(shí)驗(yàn)研究法等。通過閱讀相關(guān)文獻(xiàn),綜述范例教學(xué)的國內(nèi)外研究現(xiàn)狀;通過調(diào)查問卷,測查范例教學(xué)對學(xué)生學(xué)習(xí)生物的興趣和態(tài)度的影響;通過對學(xué)生進(jìn)行隨機(jī)訪談,獲取學(xué)生對范例教學(xué)的認(rèn)可度情況;通過統(tǒng)計(jì)學(xué)生考試成績,檢測范例教學(xué)對學(xué)生的生物學(xué)業(yè)成績的影響。結(jié)果表明,將范例教學(xué)的模式運(yùn)用于高中生物課堂,可以提高學(xué)生對生物學(xué)習(xí)的興趣,轉(zhuǎn)變學(xué)生學(xué)習(xí)生物學(xué)的態(tài)度;尤其是在復(fù)習(xí)課上實(shí)施范例教學(xué)可以克服知識繁多的困難,使學(xué)生轉(zhuǎn)變對復(fù)習(xí)課“枯燥無味”的固有看法,提高教師教學(xué)和學(xué)生學(xué)習(xí)的效率。論文最后,筆者對范例教學(xué)在高中生物教學(xué)中的實(shí)施進(jìn)行了反思,期待研究成果得到不斷的充實(shí)與改進(jìn)。總的來說,范例教學(xué)在高中生物課堂的實(shí)施是可行的、有效的,是適應(yīng)新課程改革的、可借鑒的一種教學(xué)模式。
[Abstract]:The new curriculum requires teachers to renew their educational concepts and rebuild their teaching methods. Therefore, it is very important to find teaching methods suitable for the knowledge economy society. As one of the "new three theoretical schools" in the middle of the 20th century, the model teaching theory still has important theoretical and practical significance for the educational reform and development of our country today. The theory of case teaching suggests that the teaching content should follow the three principles of basic, basic and exemplary, and emphasize that students should acquire the most typical and regular knowledge and methods through the analysis, discussion and thinking of the examples. To change the traditional teaching from "from general to individual" to "from individual to general", to enhance the students' ability to understand problems, to sum up the ability of generalization, and to play the effect of "understanding by analogy" and "learning by one's knowledge". The research contents include the background of the era, the theoretical basis, the meaning and the concept, the research status and the relationship with the new curriculum reform of our country, and try to re-understand the theory of example teaching under the background of the new curriculum. Combined with the characteristics of biology in senior high school at present, this paper makes a feasibility analysis on the application of example teaching in biology teaching in senior high school, and expounds the necessity of implementing example teaching in new teaching and reviewing course of biology in senior high school. According to the requirements of "three basic principles", "three unity", "five analysis" and "four stages" emphasized in the theory of case teaching, this paper designs a model of example teaching for senior high school biology courses: case analysis, classification and transfer. Summarize the law and practice the application. Taking the real biology classroom as the carrier, this paper discusses how to apply the paradigm teaching theory in the biology classroom teaching, and combines with the new curriculum idea and the author's practice experience, compiles the example classroom practice lesson example of the example teaching. The research methods adopted in this paper include: literature reading method, questionnaire survey, interview method, experimental research method and so on. Through reading the relevant literature, summarizes the domestic and foreign research status of example teaching; through the questionnaire, to test the impact of sample teaching on students' interest and attitude in biology learning; through random interviews with students, Through statistics of students' test results, the influence of example teaching on students' biological academic achievement is tested. The results show that applying the model of paradigm teaching to biology classroom in senior high school can increase students' interest in biology learning and change students' attitude towards biology, especially in reviewing class, it can overcome many difficulties of knowledge. Make students change the "boring" inherent view of the review class, improve the efficiency of teaching and students learning. At the end of the paper, the author reflects on the practice of example teaching in biology teaching in senior high school, and expects the research results to be enriched and improved constantly. In general, the implementation of paradigm teaching in senior high school biology classroom is feasible, effective, adapted to the new curriculum reform and can be used for reference.
【學(xué)位授予單位】：南京師范大學(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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