【摘要】：課堂教學(xué)是引導(dǎo)學(xué)生積極掌握科學(xué)文化知識和運(yùn)用知識的活動過程,也是促進(jìn)學(xué)生身心發(fā)展并使其符合社會價值標(biāo)準(zhǔn)和目標(biāo)的活動。一線教師對這一教育理念已經(jīng)有所關(guān)注、滲透,但在具體學(xué)科教學(xué)的實(shí)施過程中卻往往難以達(dá)成。其中理科教學(xué)更是如此,其營造出的課堂注重學(xué)生對題目的解答、對概念的理解,很難達(dá)到新課程理念中有關(guān)情感、態(tài)度、價值觀的要求。筆者認(rèn)為高中生物教學(xué)不僅僅是教授學(xué)生相關(guān)的生物學(xué)科知識,了解生物的構(gòu)造、生物界的組成和生物圈的結(jié)構(gòu),更重要的是讓學(xué)生理解生物的概念和他本身存在的意義與價值,讓學(xué)生學(xué)會愛護(hù)家園和每一個生物,珍惜自己的生命,更學(xué)會去關(guān)愛他人。因而理科教師在進(jìn)行教學(xué)過程中應(yīng)當(dāng)融入更多的人文精神,其中生物課程是最易進(jìn)行生命化課堂教育,從而使學(xué)生建立生命觀。本研究分析了當(dāng)前生物教學(xué)中存在的一些“非生命化”現(xiàn)象,以及造成這些非生命化現(xiàn)象的原因。目前影響生命化教學(xué)現(xiàn)狀的因素主要有社會期許,現(xiàn)代教學(xué)功利化,教師因素和學(xué)生因素。根據(jù)這些原因筆者提出:生命化課堂教學(xué)中應(yīng)緊密聯(lián)系生活實(shí)際;師生之間地位平等、相互理解尊重并能夠進(jìn)行積極地互動溝通;教學(xué)過程還要在傳授知識的同時對學(xué)生進(jìn)行生命觀的建立和生命的情感培養(yǎng)。筆者通過對高中生物教材中知識的挖掘,引導(dǎo)學(xué)生從生物統(tǒng)一性、多樣性和延續(xù)性等方面入手,聯(lián)系生活實(shí)際,以獲得豐富的情感體驗(yàn),讓生命化課堂滲入高中生物教育,讓生命觀的建立在教學(xué)過程中能夠落地生根。通過《生態(tài)系統(tǒng)的結(jié)構(gòu)》的教學(xué)設(shè)計教會學(xué)生尊重、愛護(hù)生命,通過《減數(shù)分裂及受精作用》的教學(xué)教會學(xué)生感恩生命,最后通過生命課堂教學(xué)實(shí)踐發(fā)現(xiàn),學(xué)生在生活態(tài)度、生命觀的形成及學(xué)習(xí)成績方面均有較大的改善和提升。生命化教育是師生重新審視教育,回歸生命自然的教育理念。其強(qiáng)調(diào)在學(xué)科教學(xué)中滲透人文視角的觀察,并建立積極向上的生命觀。筆者希望通過本文能夠?yàn)楝F(xiàn)代生命化課堂的建立在高中生物教學(xué)中有所借鑒,也為自身馬上進(jìn)入生物教學(xué)隊伍做好準(zhǔn)備。
[Abstract]:Classroom teaching is an active process to guide students to master scientific and cultural knowledge and apply knowledge actively. It is also an activity to promote students' physical and mental development and to make them conform to social value standards and goals. The first line teachers have paid attention to and permeated this educational idea, but it is difficult to achieve it in the course of carrying out the teaching of specific subjects. The teaching of science is more like this. It is difficult to meet the requirements of emotion, attitude and values in the new curriculum concept by paying attention to the students' answers to the questions and understanding the concept of the new curriculum. The author thinks that biology teaching in senior high school is not only to teach students about biology, but also to understand the structure of biology, the composition of biology and the structure of biosphere. What is more important is to let students understand the concept of biology and the meaning and value of their own existence, so that students can learn to love their home and every living thing, cherish their own life, and learn to care for others. Therefore, science teachers should incorporate more humanistic spirit in the process of teaching, among which biology curriculum is the easiest to carry out life-oriented classroom education, so that students can establish a view of life. This study analyzes some "inanimate" phenomena in current biology teaching and the causes of these inanimate phenomena. At present, the factors that influence the present situation of life teaching mainly include social expectation, modern teaching utilitarianism, teacher factor and student factor. According to these reasons, the author puts forward that life classroom teaching should be closely connected with the reality of life, that teachers and students should have equal status, understand and respect each other, and be able to communicate with each other actively. In the process of teaching, students should be imparted with knowledge and the students should be set up their view of life and cultivate their emotion of life at the same time. By digging the knowledge in the biology teaching material of senior high school, the author guides the students to start with the unity, diversity and continuity of biology, connecting with the reality of life, in order to get rich emotional experience and let the life class infiltrate into the biology education of senior high school. Let the concept of life in the teaching process can take root. The teaching design of "structure of ecosystem" teaches students to respect and cherish life, and the teaching of "meiosis and fertilization" teaches students to be grateful for life. Finally, through life classroom teaching practice, it is found that students are living attitude. The formation of outlook on life and academic achievement have greatly improved and improved. Life-oriented education is the educational idea that teachers and students re-examine education and return to life nature. It emphasizes the penetration of humanistic perspective in subject teaching and the establishment of a positive outlook on life. The author hopes that this paper can be used for reference for the establishment of modern life classroom in senior high school biology teaching, but also ready for their own biology teaching team immediately.
【學(xué)位授予單位】：重慶師范大學(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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