發(fā)布時間：2018-03-21 13:39

  本文選題：支架式教學(xué)　切入點(diǎn)：教學(xué)模式　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：《普通高中生物課程標(biāo)準(zhǔn)(實驗稿)》中強(qiáng)調(diào)學(xué)習(xí)是一個主動建構(gòu)知識、發(fā)展能力、形成正確的情感態(tài)度與價值觀的過程。課程的基本理念是倡導(dǎo)探究性學(xué)習(xí),力圖促進(jìn)學(xué)生學(xué)習(xí)方式的變革。這就要求教師更新教學(xué)理念,采用更加適合學(xué)生學(xué)習(xí)和發(fā)展的教學(xué)模式。生物學(xué)概念是生物學(xué)科知識的重要組成部分,是生物知識網(wǎng)絡(luò)中的骨架,教師在進(jìn)行概念教學(xué)時更要重視教學(xué)模式的科學(xué)性、合理性。支架式教學(xué)是以學(xué)生為中心,教師為主導(dǎo),始終以學(xué)生的現(xiàn)有認(rèn)知水平為基礎(chǔ),教師搭好概念框架,引導(dǎo)學(xué)生主動建構(gòu)知識,促使學(xué)生的能力不斷提高的教學(xué)模式。將支架式教學(xué)模式應(yīng)用于高中生物概念教學(xué),不僅有利于教師教育觀念的改變,也有利于學(xué)生學(xué)習(xí)方式的改變。本文首先在查閱大量文獻(xiàn)資料的基礎(chǔ)上,對支架式教學(xué)模式和高中生物概念教學(xué)的研究現(xiàn)狀進(jìn)行了分析；對支架式教學(xué)模式在高中生物概念教學(xué)中應(yīng)用的理論基礎(chǔ)進(jìn)行闡述、相關(guān)概念做出界定；結(jié)合高中生物概念教學(xué)的實踐,在支架式教學(xué)模式的實現(xiàn)條件、教學(xué)過程、教學(xué)評價等方面進(jìn)行了理論探討。接下來進(jìn)行實驗研究,實驗前后對實驗班、對照班進(jìn)行了高中生物學(xué)概念學(xué)習(xí)興趣和態(tài)度、學(xué)習(xí)方法的問卷調(diào)查、統(tǒng)計分析；對實驗前后實驗班、對照班四個階段的學(xué)業(yè)成績進(jìn)行統(tǒng)計分析；實驗期間對實驗班、對照班學(xué)生進(jìn)行訪談,了解學(xué)生對支架式教學(xué)模式、高中生物課堂教學(xué)的看法。通過近一年的時間對支架式教學(xué)模式在高中生物概念教學(xué)中的應(yīng)用進(jìn)行研究,得到以下結(jié)論：①支架式教學(xué)模式提高了學(xué)生學(xué)習(xí)生物學(xué)概念的興趣、端正了學(xué)生的學(xué)習(xí)態(tài)度。②改善了學(xué)生生物學(xué)概念學(xué)習(xí)的方法。③提高了學(xué)生聽課效率、有效培養(yǎng)了學(xué)生學(xué)習(xí)的主體性。④提高了學(xué)生的生物學(xué)科成績。在研究中還存在如何確定學(xué)生的“最近發(fā)展區(qū)”；如何處理學(xué)生“最近發(fā)展區(qū)”不平衡；如何建立完善的評價體系,促進(jìn)學(xué)生的全面發(fā)展等一系列需要繼續(xù)深入研究的問題。
[Abstract]:In the Biology Curriculum Standard of General Senior High School (Experimental draft), it is emphasized that learning is a process of actively constructing knowledge, developing ability and forming correct emotional attitude and values. The basic idea of the curriculum is to advocate inquiry learning. This requires teachers to renew their teaching concepts and adopt teaching models that are more suitable for students' learning and development. Biological concepts are an important part of biological knowledge. It is the skeleton in the biological knowledge network. Teachers should pay more attention to the scientific and reasonable teaching mode when carrying out the concept teaching. The scaffolding teaching is student-centered, teacher-led, and always based on the students' existing cognitive level. Teachers set up conceptual framework, guide students to construct knowledge actively, and promote students' ability to improve teaching mode. Applying scaffold teaching mode to biology concept teaching in senior high school is not only helpful to change teachers' educational concept. It is also beneficial to the change of students' learning style. Firstly, this paper analyzes the research status of scaffold teaching mode and biology concept teaching in senior high school on the basis of consulting a lot of literature. This paper expounds the theoretical basis of the application of scaffolding teaching mode in senior high school biology concept teaching, defines the related concepts, combines the practice of senior high school biology concept teaching, the realization condition and teaching process of scaffold teaching mode, Teaching evaluation and other aspects of the theoretical discussion. Then the experimental study, the experimental class, the control class of senior high school biology concept learning interest and attitude, learning methods questionnaire, statistical analysis; The results of the four stages of the experimental class and the control class before and after the experiment were statistically analyzed, and the students of the experimental class and the control class were interviewed during the experiment to understand the scaffolding teaching mode. Through the research on the application of scaffold teaching mode in biology concept teaching in senior high school for nearly a year, the following conclusions can be drawn: 1 scaffold teaching mode can improve students' interest in learning biological concepts. The correct attitude of students improved the methods of learning biological concepts, and improved the efficiency of listening to classes. Effective cultivation of students' subjectivity in learning improves students' achievement in biology. There are also ways to determine students'"proximal development area", how to deal with the imbalance of students'"proximal development area", how to establish a perfect evaluation system, and how to establish a perfect evaluation system. To promote the overall development of students and a series of issues that need to be further studied.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.91

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 時述軍;;淺談高中生物概念教學(xué)[J];赤峰學(xué)院學(xué)報(自然科學(xué)版);2006年05期

相關(guān)碩士學(xué)位論文 前1條

1 李娜;概念轉(zhuǎn)變理論在中學(xué)生物學(xué)教學(xué)中應(yīng)用的研究[D];曲阜師范大學(xué);2009年

，

本文編號：1644091