【摘要】：初中生物課堂的趣味性與高效性備受關(guān)注,學(xué)生在學(xué)習(xí)中的主體地位得到加強。新課標(biāo)中的教育理念旨在建構(gòu)學(xué)生的知識能力、情感態(tài)度與價值觀,并充分考慮社會的需要,提升學(xué)生們對生物知識的了解,增強社會責(zé)任感。并且要求教師結(jié)合初中生物學(xué)的教學(xué)特點,在有效的課堂時間內(nèi)合理支配時間,提高課堂教學(xué)效率,凸顯顯性知識,注意隱性知識的激發(fā)。所以加強師生間合作交流,建立知識間的銜接關(guān)系,構(gòu)建高效生物課堂勢在必行。而“KWL”策略是一種可以避免有限時間的浪費,及時的反饋教學(xué)信息,學(xué)生自主性與主動性相結(jié)合的以原有知識為載體的有效教學(xué)策略。因此,針對這一問題,筆者對基于“KWL”策略構(gòu)建初中生物高效課堂進(jìn)行調(diào)查研究,結(jié)合教學(xué)實驗,對學(xué)生運用“KWL”策略提升元認(rèn)知訓(xùn)練,構(gòu)建高效課堂進(jìn)行了深入的探究,旨在探究元認(rèn)知訓(xùn)練促進(jìn)課堂實施的有效方式及進(jìn)一步構(gòu)建初中生物高效課堂,提升學(xué)生生物課堂學(xué)習(xí)效率,激發(fā)生物學(xué)習(xí)熱情。本研究對“KWL”策略進(jìn)行定量和定性研究分析,主要應(yīng)用調(diào)查問卷并結(jié)合實地研究,運用訓(xùn)練前測和訓(xùn)練后測的方法,探究學(xué)生對“KWL”策略的認(rèn)知現(xiàn)狀,分析得出:(1)初中生對“KWL”策略有初步認(rèn)識,實驗主體呈現(xiàn)運用“KWL”策略后的穩(wěn)定平緩發(fā)展趨勢。(2)“KWL”策略的應(yīng)用在不同年級不同個體間的差異比較大,且發(fā)展不平衡。(3)“KWL”策略多項基本元素(主要是認(rèn)知、體驗、監(jiān)控)與生物學(xué)習(xí)成績均顯著相關(guān),說明了“KWL”策略的應(yīng)用對提升學(xué)生課堂學(xué)習(xí)效率具有正向幫助作用。(4)學(xué)生能力及年級學(xué)生層次不同,在生物課堂學(xué)習(xí)及其維度上表現(xiàn)也表現(xiàn)出顯著差異。通過102名初二年級學(xué)生基于KWL策略構(gòu)建高效課堂的探究實驗顯示:(1)運用“KWL”策略,學(xué)生體會到知識學(xué)習(xí)的樂趣,人際交往與合作學(xué)習(xí)的能力也隨之提高,學(xué)生并且養(yǎng)成了不斷進(jìn)行自我反思、敢于探究的好習(xí)慣,生物成績由此得到顯著提升。(2)“KWL”策略的實施,在提升學(xué)生元認(rèn)知水平方面發(fā)揮著正向調(diào)控作用,但元認(rèn)知的培養(yǎng)是處在動態(tài)的長期發(fā)展過程之中。因此,為了提高學(xué)生的問題解決和抽象思維能力,應(yīng)注意加強能夠提高元認(rèn)識的“KWL”策略在教學(xué)中的應(yīng)用訓(xùn)練,對于生物高效課堂的構(gòu)建有著積極作用。但也從相關(guān)研究分析發(fā)現(xiàn),“KWL”策略的應(yīng)用還存在一些限制。
[Abstract]:The interest and efficiency of biology classroom in junior middle school have been paid more attention to, and students' main position in learning has been strengthened. The educational idea in the new curriculum standard aims to construct students' knowledge ability, emotional attitude and values, fully consider the needs of society, promote students' understanding of biological knowledge and enhance their sense of social responsibility. Teachers are required to combine the teaching characteristics of biology in junior high school, reasonably dispose of time in effective classroom time, improve the efficiency of classroom teaching, highlight explicit knowledge, and pay attention to the stimulation of tacit knowledge. Therefore, it is imperative to strengthen the cooperation and exchange between teachers and students, to establish the link between knowledge and to construct an efficient biology classroom. "KWL" strategy is an effective teaching strategy which can avoid the waste of limited time, feedback teaching information in time, combine students' autonomy with initiative, and take the original knowledge as the carrier. Therefore, in order to solve this problem, the author investigates and studies how to construct a high efficiency classroom of junior high school biology based on "KWL" strategy. Combining with the teaching experiment, the author makes a deep research on how to use "KWL" strategy to enhance metacognitive training and build an efficient classroom. The purpose of this paper is to explore the effective ways of metacognitive training to promote the classroom implementation and to further construct the effective biology classroom in junior high school, to improve the efficiency of students' biological classroom learning and to stimulate the enthusiasm of biological learning. This study makes quantitative and qualitative analysis on "KWL" strategy. It mainly uses questionnaire and field research to explore students' cognition status of "KWL" strategy by using pre-training and post-training test methods. The results are as follows: (1) Junior high school students have a preliminary understanding of "KWL" strategy, and the subjects of the experiment show a steady and gentle development trend after using "KWL" strategy. (2) the application of "KWL" strategy in different grades and different individuals is quite different. And the development is not balanced. (3) many basic elements of "KWL" strategy (mainly cognition, experience, monitoring) are significantly related to biological learning achievement. The results show that the application of "KWL" strategy has positive effect on improving students' classroom learning efficiency. (4) students' ability and grade students' levels are different, and there are significant differences in biological classroom learning and its dimensions. The inquiry experiment of 102 junior high school students based on KWL strategy shows that: (1) with the help of "KWL" strategy, students experience the pleasure of knowledge learning, and the ability of interpersonal communication and cooperative learning also improves. Students have developed the habit of self-reflection and exploration, and their biological achievements have been significantly improved. (2) the implementation of "KWL" strategy plays a positive role in improving students' metacognition. But the cultivation of metacognition is in the process of dynamic long-term development. Therefore, in order to improve students' ability of problem solving and abstract thinking, we should pay attention to strengthening the application training of "KWL" strategy which can improve metacognition in teaching, which plays an active role in the construction of highly efficient classroom of biology. However, it is also found that there are some limitations in the application of "KWL" strategy.
【學(xué)位授予單位】：延安大學(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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