【摘要】：基礎(chǔ)教育課程改革對(duì)教師提出了新的要求,要求教師不再僅僅是傳道授業(yè)的“教書(shū)匠”了,而要不斷地提高自身的專(zhuān)業(yè)發(fā)展,努力成為“研究型的教師”。反思性教學(xué)就是以教師的發(fā)展為直接目的,是教師借助行動(dòng)研究不斷探究與解決自身和教學(xué)目的以及教學(xué)工具等方面的問(wèn)題,將“學(xué)會(huì)教學(xué)”與“學(xué)會(huì)學(xué)習(xí)”結(jié)合起來(lái),努力提升教學(xué)實(shí)踐的合理性,使自己成為“研究型”教師的過(guò)程。反思性教學(xué)是教師持續(xù)進(jìn)步的基礎(chǔ),是提高教學(xué)水平的關(guān)鍵,是創(chuàng)造性的實(shí)施新課程的保證。本文利用文獻(xiàn)法、問(wèn)卷調(diào)查法、訪談法對(duì)初中生物學(xué)反思性教學(xué)的現(xiàn)狀進(jìn)行調(diào)查并加以分析,以了解目前初中生物學(xué)反思性教學(xué)中存在的問(wèn)題,并提出了相應(yīng)的解決策略。最后結(jié)合初中生物學(xué)教學(xué)闡述了反思性教學(xué)的過(guò)程,并呈現(xiàn)了反思性教學(xué)在初中生物學(xué)中的應(yīng)用案例,為一線教師的教學(xué)和相關(guān)研究工作提供參考。首先,通過(guò)發(fā)放調(diào)查問(wèn)卷和實(shí)地訪談對(duì)煙臺(tái)市初中生物學(xué)教師反思性教學(xué)的現(xiàn)狀進(jìn)行調(diào)查,結(jié)果發(fā)現(xiàn)目前煙臺(tái)市芝罘區(qū)、萊山區(qū)、開(kāi)發(fā)區(qū)、福山區(qū)的初中生物學(xué)反思性教學(xué)存在以下幾點(diǎn)問(wèn)題:(1)教師對(duì)反思性教學(xué)的認(rèn)知不到位;(2)教師缺乏反思性教學(xué)的意識(shí);(3)教師課后缺乏及時(shí)反思;(4)反思的內(nèi)容不全面;(5)反思的方式缺乏多樣性。然后,針對(duì)初中生物學(xué)教師反思性教學(xué)目前出現(xiàn)的實(shí)際問(wèn)題,提出了相應(yīng)的解決策略。(1)鼓勵(lì)教師學(xué)習(xí),提升理論認(rèn)識(shí);(2)營(yíng)造反思氛圍,提高反思性教學(xué)的意識(shí);(3)結(jié)合課程特點(diǎn),優(yōu)化反思內(nèi)容;(4)把握反思時(shí)機(jī),善于發(fā)現(xiàn)問(wèn)題;(5)運(yùn)用多種方式發(fā)現(xiàn)問(wèn)題。最后,結(jié)合初中生物學(xué)教學(xué)詳細(xì)的介紹了反思性教學(xué)的過(guò)程,包括:發(fā)現(xiàn)問(wèn)題-提出假設(shè)-實(shí)際驗(yàn)證-評(píng)價(jià)與反思。然后通過(guò)反思再次發(fā)現(xiàn)新問(wèn)題。反思性教學(xué)的過(guò)程就是這樣一個(gè)不斷螺旋式提升的過(guò)程,不斷地使教學(xué)實(shí)踐更加合理化,促進(jìn)教師的專(zhuān)業(yè)發(fā)展。并且以《愛(ài)護(hù)植被,綠化祖國(guó)》一章的學(xué)習(xí)為例,具體介紹了反思性教學(xué)的實(shí)施,為一線的初中生物學(xué)教師提供一定的參考。
[Abstract]:The basic education curriculum reform has put forward new requirements for teachers, asking them not only to be "teaching craftsmen", but to constantly improve their professional development and strive to become "research-type teachers". Reflective teaching is to take the development of teachers as the direct purpose. It is for teachers to constantly explore and solve the problems of themselves and teaching purposes and teaching tools by means of action research, and combine "learning teaching" with "learning to learn". Try to improve the rationality of teaching practice, make oneself become the process of "research type" teacher. Reflective teaching is the foundation of teachers' continuous progress, the key to improve teaching level, and the guarantee of creative implementation of the new curriculum. This paper investigates and analyzes the current situation of reflective teaching of biology in junior high school by means of literature, questionnaire and interview, in order to understand the problems existing in reflective teaching of biology in junior high school, and put forward the corresponding solutions. At last, the paper expounds the process of reflective teaching and presents the application cases of reflective teaching in junior high school biology teaching, which provides a reference for first-line teachers' teaching and related research work. First of all, through issuing questionnaires and field interviews to investigate the current situation of reflective teaching of biology teachers in junior high school in Yantai City, the results show that Zhifu District, Laishan District, Development Zone of Yantai City at present, The following problems exist in the reflective teaching of biology in Fushan: (1) the teachers' cognition of reflective teaching is not in place; (2) teachers lack the consciousness of reflective teaching; (3) teachers lack timely reflection after class; (4) the content of reflection is not comprehensive; (5) the ways of reflection are lack of diversity. Then, in view of the practical problems of reflective teaching of biology teachers in junior high school, the paper puts forward the corresponding solutions: (1) encouraging teachers to learn and improve their theoretical understanding; (2) creating a reflective atmosphere and raising the awareness of reflective teaching; (3) to optimize the content of reflection according to the characteristics of curriculum; (4) to grasp the opportunity of reflection and be good at finding problems; (5) to find problems in various ways. Finally, the paper introduces the process of reflective teaching in detail, including: discovering the problem-putting forward hypothesis-reality verification-evaluation and reflection. Then through reflection to find new problems again. The process of reflective teaching is such a spiraling process, which makes teaching practice more reasonable and promotes teachers' professional development. Taking the study of "protecting vegetation and Greening our country" as an example, this paper introduces the implementation of reflective teaching in detail, and provides a certain reference for biology teachers in junior middle school.
【學(xué)位授予單位】：魯東大學(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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本文編號(hào)：2326129