發(fā)布時間：2018-06-24 07:22

  本文選題：體驗 + 體驗學(xué)習(xí)　； 參考：《湖南師范大學(xué)》2016年碩士論文

【摘要】：《生物課程標準》(2011版)提出:義務(wù)教育階段的生物學(xué)教學(xué)需力圖改變學(xué)生的學(xué)習(xí)方式,引導(dǎo)學(xué)生主動參與、樂于探究、勤于動手,逐步培養(yǎng)學(xué)生收集和處理科學(xué)信息的能力、獲取新知識的能力、分析和解決問題的能力,以及交流與合作的能力等,突出創(chuàng)新精神和實踐能力的培養(yǎng)。體驗學(xué)習(xí)因重視“觀察”“實踐”“探究”“調(diào)查”等活動,注重學(xué)生與環(huán)境之間的交互作用,強調(diào)“以身體之,以心驗之”,這與《生物課程標準》的理念相吻合,故在基礎(chǔ)教育生物學(xué)課程教學(xué)中備受重視。但在實踐過程中仍存在較多的問題,如教師如何更好地進行基于體驗學(xué)習(xí)的教學(xué)設(shè)計,體驗學(xué)習(xí)的有效性如何提高等?本研究在查閱了大衛(wèi)·庫伯的“體驗學(xué)習(xí)圈”理論等大量文獻的基礎(chǔ)上,調(diào)查了體驗學(xué)習(xí)開展較好的學(xué)�！蠋煼洞髮W(xué)附屬博才實驗中學(xué),在生物學(xué)科中體驗學(xué)習(xí)的實施現(xiàn)狀。以此為基礎(chǔ),提出了基于體驗學(xué)習(xí)的初中生物學(xué)教學(xué)設(shè)計策略,并設(shè)計了具體的教學(xué)案例。主要研究內(nèi)容包括:1.體驗學(xué)習(xí)概述。本部分研究通過查閱國內(nèi)外相關(guān)文獻資源,界定了體驗學(xué)習(xí)等相關(guān)概念,闡述了與本研究相關(guān)的理論基礎(chǔ)以及國內(nèi)外對體驗學(xué)習(xí)的研究現(xiàn)狀。2.體驗學(xué)習(xí)實施現(xiàn)狀的調(diào)查與分析。本部分研究采用問卷調(diào)查法與訪談法等研究方法就湖南師范大學(xué)附屬博才實驗中學(xué)生物學(xué)科的體驗學(xué)習(xí)實施現(xiàn)狀進行了調(diào)查,結(jié)果發(fā)現(xiàn)體驗學(xué)習(xí)較好地轉(zhuǎn)變了學(xué)生的學(xué)習(xí)方式,有效地培養(yǎng)了學(xué)生多方面的能力,促進了教師的專業(yè)化發(fā)展;但也存在教師對體驗學(xué)習(xí)理論基礎(chǔ)缺乏系統(tǒng)的認識,對基于體驗學(xué)習(xí)的教學(xué)設(shè)計的影響因素考慮不夠全面,對學(xué)生的評價不夠多元化等問題。3.基于體驗學(xué)習(xí)的初中生物學(xué)教學(xué)設(shè)計策略的分析。本部分研究在結(jié)合調(diào)查結(jié)果,《生物課程標準》的要求、以及體驗學(xué)習(xí)的基本特點和原則的基礎(chǔ)上,重點探討了基于體驗學(xué)習(xí)的初中生物學(xué)教學(xué)設(shè)計策略,包括教學(xué)主題的選擇,體驗?zāi)繕说拇_定、學(xué)習(xí)情境的設(shè)置、體驗活動的開展、作業(yè)的布置、評價方式的選擇等方面,然后結(jié)合這些策略設(shè)計了具體的教學(xué)案例。本研究為一線教師開展體驗學(xué)習(xí)提供了具體的,可操作的教學(xué)設(shè)計策略,為提高體驗學(xué)習(xí)在生物教學(xué)中的有效實施,促進學(xué)生學(xué)習(xí)方式的轉(zhuǎn)變與全面發(fā)展提供了幫助。
[Abstract]:The Biology Curriculum Standard (2011 Edition) puts forward that the biology teaching in compulsory education should try hard to change students' learning methods, guide students to participate actively, be willing to explore, and work hard to cultivate students' ability to collect and deal with scientific information step by step. Ability to acquire new knowledge, ability to analyze and solve problems, and ability to communicate and cooperate, etc. Because of the importance of "observation", "practice", "inquiry", "investigation" and so on, experiential learning pays attention to the interaction between students and the environment, and emphasizes "body and heart experience", which is consistent with the concept of Biology Curriculum Standard. Therefore, in the basic education biology curriculum teaching attention. However, there are still many problems in the process of practice, such as how to better carry out the teaching design based on experiential learning and how to improve the effectiveness of experiential learning. Based on the review of David Cooper's theory of "experience learning circle", this study investigates the experimental middle school affiliated to Hunan normal University, which is a good school for experiential learning. The actualization of experiential learning in biology. On this basis, this paper puts forward the teaching design strategy of junior high school biology based on experiential learning, and designs concrete teaching cases. The main research contents include: 1. An overview of experiential learning. This part of the study through the reference to domestic and foreign literature resources, defined experience learning and other related concepts, elaborated the theoretical basis related to this study and domestic and foreign research on experiential learning status. 2. The investigation and analysis of the actualization of experiential learning. This part of the study adopts questionnaire and interview methods to investigate the current situation of experience learning in the experimental middle school of biology, which is affiliated to Hunan normal University. The results show that the experience learning has changed the students' learning style better. It effectively cultivates students' abilities in many aspects and promotes the professional development of teachers, but there is also a lack of systematic understanding of the theoretical basis of experiential learning, and the factors affecting the design of teaching based on experiential learning are not considered comprehensively. The evaluation of students is not diversified enough. Analysis of the instructional Design Strategy of Biology in Junior Middle School based on experiential Learning. Based on the results of the investigation, the requirements of Biology Curriculum Standards, and the basic characteristics and principles of experiential learning, this part focuses on the design strategies of biology teaching in junior high schools based on experiential learning, including the choice of teaching topics. Then the specific teaching cases are designed according to these strategies such as the determination of the experience goal the setting of the learning situation the development of the experience activity the arrangement of the homework and the selection of the evaluation method. This study provides practical and operable instructional design strategies for first-line teachers to carry out experiential learning. It also helps to improve the effective implementation of experiential learning in biology teaching and to promote the transformation and overall development of students' learning styles.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.91

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