本文關(guān)鍵詞： 人教版 高中生物 英國 劍橋高中生物教材 比較研究　出處：《新疆師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：教材是學習的方向,是學生直接和持續(xù)獲得信息的有效途徑。教材作為教育媒介是非常重要的,在教育中占有核心地位。通過比較教材可以發(fā)現(xiàn)彼此的不同,從而找出各自的特點,充分吸收發(fā)達國家和地區(qū)生物教材的長處,有利于提高本國的教育質(zhì)量。本文主要通過文獻資料法和比較研究法對英國劍橋高中生物教材和我國人教版高中生物教材進行比較研究。從教材內(nèi)容體系、教材編寫體例、教材課后習題、章末習題設(shè)置、同一內(nèi)容習題比較和相同內(nèi)容的展示方式幾個方面進行比較研究,通過比較發(fā)現(xiàn)人教版高中生物教材內(nèi)容選取更細致,英國劍橋高中生物教材所選內(nèi)容更接近大學教材;教材編寫體例比較結(jié)果顯示人教版教材從編排結(jié)構(gòu)上講環(huán)環(huán)相扣,幫助學生更好地把握教材,通過導讀到最后的章末自我檢測,一直圍繞一個主題展開;英國劍橋高中生物教材則是在開始學習之前,先將重點羅列出來,讓學生有目的的進一步學習。課后習題章末習題設(shè)置以及同一內(nèi)容習題比較都體現(xiàn)出人教版教材多以客觀題形式呈現(xiàn)問題,劍橋高中生物教材以主觀題方式呈現(xiàn)問題�；谝陨蠋讉�方面的比較分析,最后得出以下幾點結(jié)論:1、我國教材在內(nèi)容選取上應當適當增加廣度和深度;2、我國人教版高中生物教材在內(nèi)容編排順序上存在不合理之處;3、我國人教版高中生物教材中習題設(shè)置多以主觀題展現(xiàn)。基于以上結(jié)論,建議在教材修訂過程中完善教材編寫體例,對教材內(nèi)容順序進行調(diào)整。同時,建議老師能夠靈活運用教材,使教材更好的服務于教學工作。
[Abstract]:Teaching material is the direction of learning and the effective way for students to obtain information directly and continuously. As an educational medium, teaching material is very important and occupies the core position in education. In order to find out their own characteristics, fully absorb the strengths of the developed countries and regions of biological teaching materials. This paper makes a comparative study of Cambridge senior high school biology textbook in England and Chinese senior high school biology textbook through the method of literature and comparative research. Textbook compilation style, textbooks after class exercises, chapter end exercises set, the same content exercises comparison and the same content of the presentation of several aspects of comparative research. Through comparison, it is found that the content of the senior high school biology textbook is more detailed, and the content of Cambridge senior high school biology textbook is closer to that of the university textbook. The comparison of the compiling style of the textbooks shows that the teaching materials of the people's Education Edition are closely related to each other from the structure of the arrangement, helping the students to better grasp the teaching materials, through guiding reading to the end of the chapter of self-detection, has been around a theme; Cambridge senior high school biology textbook is in the beginning of the study, the first to list the key points. Let the students learn further purposefully. The setting of the end exercises and the comparison of the same content exercises all reflect that the teaching materials of human education often present problems in the form of objective questions. Cambridge senior high school biology textbook presents problems in subjective way. Based on the comparison and analysis of the above several aspects, the following conclusions are drawn: 1, the scope and depth of the content selection of Chinese textbooks should be appropriately increased; (2) there are some unreasonable points in the content arrangement order of the senior high school biology textbook of Chinese people education edition; Based on the above conclusions, it is suggested to improve the compilation of textbooks in the process of revision, and adjust the order of teaching materials. At the same time. It is suggested that teachers can use teaching materials flexibly so that they can better serve the teaching work.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

【參考文獻】

相關(guān)期刊論文 前2條

1 張琴;;小學數(shù)學教學中培養(yǎng)學生問題意識策略性探究[J];才智;2014年06期

2 陳洪磊;夏光州;劉娜娜;胡家會;;高中生物學教學中學生批判性思維能力的培養(yǎng)[J];現(xiàn)代教育科學;2014年04期

相關(guān)博士學位論文 前1條

1 王樹功;珠江河口區(qū)典型濕地景觀演變及調(diào)控研究[D];中山大學;2005年

相關(guān)碩士學位論文 前2條

1 謝彬林;初高中生物學教學銜接的研究[D];浙江師范大學;2011年

2 方麗梅;關(guān)于“STS教育”滲透到大學物理教育中的思考[D];四川師范大學;2004年

，

本文編號：1486398