【摘要】：現(xiàn)階段的高中生物教育強(qiáng)調(diào)圍繞核心概念進(jìn)行教學(xué)以及用科學(xué)探究的方式傳授知識(shí)。5E教學(xué)模式因其注重實(shí)現(xiàn)核心概念的有效傳遞、還原理科本質(zhì)的探究性生物課堂而逐漸受到廣大教育者的關(guān)注。該模式分為吸引、探究、解釋、遷移、評(píng)價(jià)五個(gè)環(huán)節(jié),是由BSCS根據(jù)Atkin-Karplus學(xué)習(xí)環(huán)而提出。因此,調(diào)查研究5E教學(xué)模式的教學(xué)成效,進(jìn)而提出5E教學(xué)模式在高中生物教學(xué)中的應(yīng)用策略具有重要的意義。本研究通過(guò)半結(jié)構(gòu)式訪(fǎng)談法對(duì)河源市廣州大學(xué)附屬東江中學(xué)的生物教師進(jìn)行深度訪(fǎng)談,以此調(diào)查5E教學(xué)模式的現(xiàn)狀;通過(guò)等組實(shí)驗(yàn)法進(jìn)行為期兩個(gè)月的5E教學(xué)模式和傳統(tǒng)教學(xué)模式的對(duì)照實(shí)踐,分析兩種模式的教學(xué)差異;通過(guò)調(diào)查《生物學(xué)習(xí)興趣及態(tài)度評(píng)價(jià)量表》問(wèn)卷、檢測(cè)學(xué)生綜合能力及研究典型試題、比對(duì)學(xué)生的學(xué)業(yè)成績(jī),進(jìn)而利用WPS表格和SPSS19.0版軟件分析5E教學(xué)模式在高中生物教學(xué)中的教學(xué)成效;最后根據(jù)研究結(jié)果和分析提出5E教學(xué)模式在高中生物教學(xué)中的應(yīng)用策略。研究結(jié)果表明:(1)該校的生物教師更擅長(zhǎng)于運(yùn)用傳統(tǒng)教學(xué)模式進(jìn)行教學(xué),不了解5E教學(xué)模式,且沒(méi)有使用過(guò)該模式進(jìn)行教學(xué);(2)學(xué)習(xí)興趣出現(xiàn)顯著性差異,學(xué)習(xí)態(tài)度無(wú)差異,但兩個(gè)班相較于自身學(xué)習(xí)態(tài)度的前測(cè)均出現(xiàn)了顯著性差異,說(shuō)明5E教學(xué)模式有利于學(xué)生對(duì)生物產(chǎn)生更濃厚的學(xué)習(xí)興趣,但對(duì)學(xué)習(xí)態(tài)度影響不大,學(xué)習(xí)態(tài)度的好壞與科任教師的教學(xué)風(fēng)格相關(guān)性更大;(3)綜合能力測(cè)驗(yàn)出現(xiàn)顯著性差異,其中實(shí)驗(yàn)設(shè)計(jì)題,對(duì)照班61%的學(xué)生留空,實(shí)驗(yàn)班僅30%的學(xué)生留空,說(shuō)明5E教學(xué)模式能提高學(xué)生的探究能力和解決實(shí)際生活問(wèn)題的能力;(4)一個(gè)月的實(shí)踐教學(xué)后,實(shí)驗(yàn)班學(xué)生的學(xué)業(yè)成績(jī)較對(duì)照班高但無(wú)顯著差異,兩個(gè)月后,兩個(gè)班的學(xué)業(yè)成績(jī)出現(xiàn)顯著性差異,說(shuō)明5E教學(xué)模式有助于提高學(xué)生的生物學(xué)業(yè)成績(jī),但需經(jīng)過(guò)較長(zhǎng)時(shí)間的實(shí)踐才能見(jiàn)效�？偠灾�,5E教學(xué)模式需要廣大教師精選教學(xué)內(nèi)容,不斷提升自身專(zhuān)業(yè)素養(yǎng),結(jié)合學(xué)生的實(shí)際情況及自身的教學(xué)經(jīng)驗(yàn),才能高效靈活地運(yùn)用該模式構(gòu)建有趣的生物課堂,將其教學(xué)理念內(nèi)化到生物教學(xué)中,推廣至更多的生物理論課堂、實(shí)驗(yàn)課堂或復(fù)習(xí)課堂中,為國(guó)家為社會(huì)培養(yǎng)更多生物素養(yǎng)高的人才。
[Abstract]:The current high school biology education emphasizes teaching around the core concept and teaching knowledge by scientific inquiry because of its emphasis on the effective transfer of the core concept. Reducing the nature of science inquiry biology classroom and gradually received attention from the majority of educators. The model is divided into five parts: attraction, exploration, explanation, transfer and evaluation. It is proposed by BSCS according to Atkin-Karplus learning loop. Therefore, it is of great significance to investigate the teaching effect of 5e teaching model and put forward the application strategy of 5e teaching mode in biology teaching in senior high school. In this study, the biological teachers of Dongjiang Middle School affiliated to Guangzhou University of Heyuan City were interviewed in depth by the semi-structured interview method, so as to investigate the present situation of the 5e teaching mode. The difference of teaching between the two models was analyzed by comparing the two models of 5e teaching model and the traditional teaching model, and the questionnaire of interest and attitude Evaluation scale for Biological Learning was investigated. To test the students' comprehensive ability and study the typical test questions, compared to the students' academic achievement, and then use WPS form and SPSS 19.0 software to analyze the teaching effect of 5e teaching mode in senior high school biology teaching. Finally, according to the research results and analysis, the application strategy of 5e teaching model in senior high school biology teaching is put forward. The results show that: (1) the biology teachers in this school are better at teaching with the traditional teaching mode, do not understand the 5e teaching model, and have not used the 5e teaching model, (2) there are significant differences in learning interest, and there is no difference in learning attitude. However, there were significant differences between the two classes in the pre-test of their own learning attitude, which indicated that the 5e teaching model was beneficial to the students' interest in biology, but had little effect on the learning attitude. (3) there were significant differences in the comprehensive ability test, among which 61% of the students in the control class and 30% of the students in the experimental class were left blank. It shows that 5e teaching mode can improve students' ability to explore and solve real life problems. (4) after one month's practice teaching, the students' academic achievement in the experimental class is higher than that in the control class, but there is no significant difference between them two months later. There were significant differences in academic achievement between the two classes, which indicated that the 5e teaching model was helpful to improve the students' biological academic achievement, but it took a long time to practice in order to be effective. In a word, the teaching model of "5e" requires teachers to select the teaching content, improve their own professional quality, combine with the students' actual situation and their own teaching experience, in order to effectively and flexibly use this model to construct the interesting biology classroom. Its teaching idea is internalized into biology teaching and extended to more biology theory classroom, experiment class or review class, so as to cultivate more talents with high biological literacy for the country.
【學(xué)位授予單位】：廣州大學(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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