本文選題：中華傳統(tǒng)文化 + 中學生物學教學��； 參考：《聊城大學》2017年碩士論文

【摘要】：上下五千年的中華傳統(tǒng)文化,博大精深、積厚流光,連接起了物質文明和精神文明的發(fā)展歷史,是我國勞動人民勤勞與智慧的結晶。隨著社會的發(fā)展和教育水平的不斷提高,中華傳統(tǒng)文化更是代表了我國的民族特色,象征著國家的文化軟實力的強大,我們每一個人都有繼承和弘揚民族文化的歷史責任。中華傳統(tǒng)文化中的許多方面都蘊含著豐富的生物學知識,無論是文學作品、醫(yī)學書籍,還是農耕文化、諺語民謠等,都包含有大量的與中學生物學教學有關的生物學知識。將其與相關教學內容相結合,可以極大的提高學生的學習興趣,開闊學生的知識視野,幫助對教學內容的理解與記憶。同時,通過滲透傳統(tǒng)文化教育,實現(xiàn)生物學知識與文化素養(yǎng)雙重提高的教學目標。論文分為六個部分,對中學生物學教學與中華傳統(tǒng)文化相結合的有關內容進行了初步研究。作者對淄博地區(qū)五所高中的235名學生和40名生物教師進行相關調查、走訪與座談,得到非常有意義的第一手材料。第一部分,緒論。首先介紹了選題的背景和研究現(xiàn)狀;本研究的目的和意義是通過了解當前生物學教學中結合中華傳統(tǒng)文化的現(xiàn)狀,以期望在理論和實踐上提供一定的指導;在介紹了研究思路之后,說明了研究方法,主要采用文獻研究法、問卷調查法和訪談調查法。第二部分,在生物學教學中運用中華傳統(tǒng)文化的意義。二者的結合可以激發(fā)學生的學習興趣,對學生進行審美教育,還能豐富教學內容,并滲透人文教育。第三部分,二者結合現(xiàn)狀的調查結果及分析。通過對試卷的分析顯示,學生喜愛中華傳統(tǒng)文化,但了解程度不足,同時,學生對在生物學教學中運用中華傳統(tǒng)文化表示了歡迎。對于教師來說,他們熱愛中華傳統(tǒng)文化,積累也較好,對兩者結合也持肯定態(tài)度,但受時間、學生理解能力、素材不系統(tǒng)等方面的影響,教師在實際教學中對傳統(tǒng)文化應用較少,實際運用效果不好。第四部分,筆者從文學知識、古代哲學、傳統(tǒng)飲食文化、古代中醫(yī)藥知識和古代農業(yè)知識幾個方面入手,整理分析了部分蘊含生物學知識的內容,以期為生物教師提供參考。第五部分,筆者就兩者的結合提出了三條途徑:有效利用課堂教學、在教學評價中滲透、利用活動課。結合研究現(xiàn)狀和對教師的訪談分析提出幾點建議:在課程編寫中適當加入中華傳統(tǒng)文化素材,提高生物教師對傳統(tǒng)文化的認識,加強優(yōu)秀傳統(tǒng)教育教學理論的實踐,合理選擇素材,適當運用,不可本末倒置。第六部分,結語。對論文總結,并反思研究中的不足。
[Abstract]:The five thousand years of Chinese traditional culture, which is broad and profound, has accumulated the accumulated light, has connected the development history of material civilization and spiritual civilization, and is the crystallization of the industrious and wisdom of the working people of our country. With the development of society and the continuous improvement of education level, Chinese traditional culture represents the national characteristics of our country and symbolizes the strong soft power of the national culture. Each of us has the historical responsibility to inherit and carry forward the national culture. Many aspects of Chinese traditional culture contain abundant biological knowledge, including literature, medical books, farming culture, proverbs, folk songs, etc., which contain a large amount of biological knowledge related to biology teaching in middle schools. Combining it with related teaching contents can greatly improve students' interest in learning, broaden their knowledge horizon, and help them understand and memorize the teaching contents. At the same time, through the infiltration of traditional culture education, we can achieve the double improvement of biological knowledge and cultural literacy. The thesis is divided into six parts, and it makes a preliminary study on the combination of biology teaching and Chinese traditional culture in middle school. The author conducted a survey of 235 students and 40 biology teachers in five senior high schools in Zibo. The first part, introduction. The purpose and significance of this study are to understand the current situation of traditional Chinese culture in biology teaching and to provide some guidance in theory and practice. After introducing the research ideas, this paper explains the research methods, mainly using literature research, questionnaire survey and interview investigation. The second part, the significance of applying Chinese traditional culture in biology teaching. The combination of the two can stimulate students' interest in learning, educate students in aesthetics, enrich teaching contents and permeate humanistic education. The third part, the investigation result and analysis of the combination of the two. The analysis of the examination paper shows that the students like Chinese traditional culture, but their understanding is not enough. At the same time, the students welcome the application of Chinese traditional culture in biology teaching. For teachers, they love traditional Chinese culture, accumulate better, and have a positive attitude toward the combination of the two, but they are influenced by time, students' ability to understand, and materials that are not systematic. Teachers have little application of traditional culture in actual teaching, but the actual application effect is not good. In the fourth part, the author begins with the aspects of literature knowledge, ancient philosophy, traditional diet culture, ancient Chinese medicine knowledge and ancient agricultural knowledge, and analyzes some contents of biological knowledge in order to provide reference for biology teachers. In the fifth part, the author puts forward three ways to combine them: effective use of classroom teaching, infiltration in teaching evaluation, and use of activity lessons. Combined with the current situation of the research and the analysis of the interview with the teachers, some suggestions are put forward: adding the Chinese traditional culture materials to the curriculum development, improving the biology teachers' understanding of the traditional culture, and strengthening the practice of the excellent traditional education and teaching theory. Reasonable selection of materials, appropriate use, can not put the cart before the horse. The sixth part, conclusion. Summary of the paper, and reflect on the deficiencies in the study.
【學位授予單位】：聊城大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91

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