【摘要】：《義務(wù)教育生物學(xué)課程標(biāo)準(zhǔn)》(2011年版)中提出了50個(gè)生物學(xué)重要概念,使初中生物教學(xué)的目標(biāo)更加具體明確。基于此,筆者開(kāi)展了對(duì)生物學(xué)重要概念教學(xué)設(shè)計(jì)及其應(yīng)用的研究。首先,采用文獻(xiàn)綜述法對(duì)生物學(xué)重要概念、生物學(xué)重要概念教學(xué)設(shè)計(jì)進(jìn)行了理論綜述,為本論文的研究提供理論依據(jù)。其次,運(yùn)用調(diào)查法對(duì)初中生物學(xué)教師的重要概念教學(xué)設(shè)計(jì)現(xiàn)狀做了初步調(diào)查。筆者將遼寧地區(qū)劃分為遼中、遼東、遼南、遼西、遼北五個(gè)區(qū)域,每個(gè)地區(qū)發(fā)放20份問(wèn)卷,并對(duì)回收的100份問(wèn)卷進(jìn)行數(shù)據(jù)整理與分析。研究發(fā)現(xiàn),現(xiàn)階段初中生物學(xué)重要概念教學(xué)現(xiàn)狀的優(yōu)勢(shì)如下:1.多數(shù)生物學(xué)教師能夠清晰地了解《課標(biāo)》有關(guān)重要概念的內(nèi)容;2.教師能夠意識(shí)到重要概念教學(xué)設(shè)計(jì)需要結(jié)合生物學(xué)科的特色。但同時(shí)仍存在以下問(wèn)題:1.重要概念的理解尚不深入;2.重要概念教學(xué)設(shè)計(jì)并不深入;3.概念教學(xué)方法及教學(xué)策略運(yùn)用不靈活;4.重要概念教學(xué)專(zhuān)題培訓(xùn)較少;5.缺少對(duì)重要概念進(jìn)行梳理的過(guò)程。針對(duì)上述問(wèn)題,筆者從重要概念的梳理過(guò)程、生物學(xué)重要概念教學(xué)設(shè)計(jì)和重要概念教學(xué)設(shè)計(jì)的專(zhuān)題培訓(xùn)三方面進(jìn)行了對(duì)策研究,并針對(duì)生物學(xué)重要概念教學(xué)設(shè)計(jì),提出了4項(xiàng)建議:1.多角度分析學(xué)生前概念;2.創(chuàng)造學(xué)生構(gòu)建概念圖的空間;3.分析教學(xué)策略及方法在概念教學(xué)中的作用;4.豐富概念教學(xué)課堂活動(dòng)。最后,研究得出5步概念教學(xué)設(shè)計(jì)流程:1.確定重要概念;2.分析學(xué)生前概念基礎(chǔ);3.分析概念教學(xué)目標(biāo);4.設(shè)計(jì)概念圖;5.根據(jù)概念的形成過(guò)程,設(shè)計(jì)教學(xué)活動(dòng)。然后結(jié)合實(shí)踐法、行動(dòng)研究法對(duì)蘇教版《生物學(xué)》八年級(jí)下冊(cè)中的重要概念進(jìn)行梳理,并以其中的“免疫”一節(jié)為例,開(kāi)展重要概念教學(xué)設(shè)計(jì)案例研究。同時(shí)對(duì)所設(shè)計(jì)的案例進(jìn)行應(yīng)用實(shí)踐。根據(jù)學(xué)生反饋、專(zhuān)家教師評(píng)價(jià)、聽(tīng)課教師交流,得出了良好的實(shí)踐效果質(zhì)性反饋;以概念圖測(cè)試卷的形式對(duì)教學(xué)效果進(jìn)行量性分析,驗(yàn)證了本論文概念教學(xué)設(shè)計(jì)流程的合理性。筆者希望研究結(jié)果能夠?qū)σ痪�(xiàn)生物學(xué)教師起到借鑒的作用,以期能夠讓學(xué)生更好的掌握生物學(xué)重要概念。
[Abstract]:The Biology Curriculum Standard of compulsory Education (2011 edition) puts forward 50 important concepts of biology, which makes the goal of biology teaching in junior high school more specific. Based on this, the author carried out a study on the teaching design and application of important concepts of biology. First of all, the important concepts of biology and the teaching design of important concepts of biology are reviewed by literature review method, which provides the theoretical basis for the research of this paper. Secondly, this paper makes a preliminary investigation on the present situation of the important concept teaching design of biology teachers in junior high school by using the method of investigation. The author divides Liaoning into five regions: central Liaoning, Liaodong, southern Liaoning, western Liaoning and northern Liaoning. 20 questionnaires are distributed in each region, and 100 questionnaires are collected and analyzed. The research finds that the advantages of the present situation of biology important concept teaching in junior high school are as follows: 1. Most biology teachers can clearly understand the contents of the important concepts in Curriculum Standard; 2. Teachers can realize that important concept teaching design needs to combine the characteristics of biology. But at the same time there are still the following problems: 1. The understanding of important concepts is not deep; 2. The important concept teaching design is not deep; 3. Concept teaching methods and teaching strategies are not flexible; 4. The special topic training of important concept teaching is less; 5. Lack of the process of combing important concepts. In view of the above problems, the author has carried on the countermeasure research from three aspects: combing process of the important concept, teaching design of the important concept of biology and special topic training of the important concept teaching design, and aiming at the teaching design of the important concept of biology, Four recommendations were made: 1. Multi-angle analysis of pre-concept; 2. Create space for students to construct concept maps; 3. Analysis of teaching strategies and methods in concept teaching; 4. Enrich the concept teaching classroom activities. Finally, five steps of conceptual teaching design flow are obtained: 1. Identify important concepts; 2. Analysis of the pre-concept basis of students; 3. Analysis of the concept of teaching objectives; 4. Design concept map; 5. According to the concept formation process, design teaching activities. Then combining the practice method and the action research method, this paper combs the important concepts in the lower book of the eighth grade of the Su Jiao edition, and takes the section of "immunity" as an example to carry out the case study of the important concept teaching design. At the same time, the design of the case for the application of practice. According to student feedback, expert teacher evaluation and teacher exchange, a good practical effect qualitative feedback is obtained, and a quantitative analysis of the teaching effect is carried out in the form of a concept map test paper, which verifies the rationality of the conceptual teaching design process in this paper. The author hopes that the research results can be used for reference by first-line biology teachers, so that students can better grasp the important concepts of biology.
【學(xué)位授予單位】：沈陽(yáng)師范大學(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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