本文選題：支架式教學(xué) + 高一生物��； 參考：《揚(yáng)州大學(xué)》2015年碩士論文

【摘要】：支架式教學(xué)(Scaffolding Instruction)屬于建構(gòu)主義三大教學(xué)理論中的一種,是基于維果斯基“最近發(fā)展區(qū)”理論的教學(xué)模式,是一種通過(guò)搭建類(lèi)似于建筑的“支架”,在高水平的人(如教師)的引導(dǎo)、支持下,逐步幫助學(xué)生構(gòu)建知識(shí)體系的教學(xué)方法,在促進(jìn)學(xué)生學(xué)習(xí)方面有著非常好的應(yīng)用價(jià)值。為達(dá)到高中生物新課改提出的“學(xué)習(xí)是一個(gè)主動(dòng)建構(gòu)知識(shí)、發(fā)展能力、形成正確的情感態(tài)度與價(jià)值觀的過(guò)程”的要求,進(jìn)一步變學(xué)生被動(dòng)為主動(dòng),提高高一生物課堂的學(xué)習(xí)效率,本課題通過(guò)對(duì)支架式教學(xué)的理論學(xué)習(xí)和實(shí)踐研究,探索該教學(xué)模式在具體年級(jí)具體課堂實(shí)施的可行性,以期提高學(xué)生學(xué)習(xí)生物的興趣和積極性,從而促進(jìn)學(xué)生的發(fā)展,并為新課改理念下的高中生物課堂教學(xué)提供一定的理論參考。本課題主要采用了文獻(xiàn)法、問(wèn)卷調(diào)查法、實(shí)踐研究法、數(shù)據(jù)分析等方法,對(duì)支架式教學(xué)的理論和實(shí)踐兩大部分開(kāi)展研究。在掌握相關(guān)理論的前提下,先期調(diào)查當(dāng)前高一生物課堂的教學(xué)現(xiàn)狀和學(xué)生的學(xué)習(xí)態(tài)度,然后探討支架式教學(xué)在高一生物課上的具體實(shí)施環(huán)節(jié),并在一線(xiàn)教師的指導(dǎo)下開(kāi)展教學(xué)實(shí)踐,最后對(duì)實(shí)驗(yàn)期間對(duì)照班級(jí)和實(shí)驗(yàn)班級(jí)的期中、期末成績(jī)進(jìn)行數(shù)據(jù)分析,結(jié)合具體課堂教學(xué)的效果反饋得出研究結(jié)論。本課題對(duì)支架式教學(xué)的研究背景、研究現(xiàn)狀和已有研究成果進(jìn)行了分析和總結(jié),論證支架式教學(xué)的優(yōu)勢(shì)和在高一生物課堂實(shí)施的可行性,為順利開(kāi)展課題作準(zhǔn)備。接著,深入學(xué)習(xí)和研究支架式教學(xué)的基本內(nèi)涵及相關(guān)理論基礎(chǔ),對(duì)“支架”和“支架式教學(xué)”進(jìn)行了概念界定,并詳細(xì)講述了“最近發(fā)展區(qū)”、和建構(gòu)主義理論等密切相關(guān)的理論基礎(chǔ),進(jìn)一步對(duì)該課題的可行性進(jìn)行了論證。實(shí)踐研究主要分為前期調(diào)查和教學(xué)實(shí)踐兩個(gè)環(huán)節(jié),前期調(diào)查通過(guò)進(jìn)行問(wèn)卷調(diào)查、分析成績(jī)等了解實(shí)驗(yàn)班級(jí)的基本情況,然后通過(guò)三個(gè)月的課堂教學(xué),說(shuō)明教學(xué)實(shí)踐的過(guò)程,同時(shí)分別針對(duì)新授課和復(fù)習(xí)課展開(kāi)支架式教學(xué)的適用性探討。在實(shí)踐環(huán)節(jié)結(jié)束后,本課題進(jìn)行了反思和總結(jié)。主要是對(duì)整個(gè)課題的研究中得出的結(jié)論、出現(xiàn)的問(wèn)題等進(jìn)行分析和總結(jié),對(duì)研究過(guò)程中出現(xiàn)的不足進(jìn)行反思,并對(duì)未來(lái)的研究方向提出了自己的見(jiàn)解。將近三個(gè)月的生物支架式教學(xué)實(shí)踐研究表明：支架式教學(xué)能夠顯著提高高一生物課堂的教學(xué)效果,對(duì)提高學(xué)生的生物成績(jī)有較明顯的促進(jìn)作用；在提高學(xué)生自主學(xué)習(xí)能力、協(xié)作學(xué)習(xí)能力、分析思維能力和實(shí)際應(yīng)用能力等方面有著顯著的提高作用；對(duì)于激發(fā)學(xué)生的生物學(xué)習(xí)興趣、轉(zhuǎn)變學(xué)生傳統(tǒng)的學(xué)習(xí)方式、提高學(xué)生交流和表達(dá)能力、培養(yǎng)學(xué)生實(shí)踐和創(chuàng)新能力等方面有著良好的促進(jìn)作用。也就是說(shuō),支架式教學(xué)模式在高一生物的課堂教學(xué)中確實(shí)存在一定的優(yōu)勢(shì)。
[Abstract]:Scaffolding instruction is one of the three teaching theories of constructivism. It is a teaching model based on Vygoski's theory of "proximal development zone", and it is a kind of "scaffold" which is similar to architecture. Under the guidance and support of high level people (such as teachers), the teaching method that helps students to construct knowledge system step by step has very good application value in promoting students' learning. In order to meet the requirement of "learning is an active process of constructing knowledge, developing ability and forming correct emotional attitude and values" put forward by the new curriculum reform of biology in senior high school, the students are further changed from passive to active. In order to improve the learning efficiency of senior one biology classroom, this paper explores the feasibility of implementing this teaching model in the concrete classroom of the concrete grade by studying the theory and practice of scaffolding teaching, in order to improve the students' interest and enthusiasm in learning biology. So as to promote the development of students, and provide a certain theoretical reference for high school biology classroom teaching under the new curriculum reform concept. This paper mainly adopts the methods of literature, questionnaire, practice, data analysis, and so on, to carry out research on the theory and practice of scaffolding teaching. On the premise of mastering the relevant theories, this paper investigates the current teaching situation and students' learning attitude in the biology class of Senior one in advance, and then probes into the concrete implementation of scaffolding teaching in the biology class of Senior one. Under the guidance of front-line teachers, the teaching practice is carried out. Finally, the data analysis of the midterm and final grades of the control class and the experimental class during the experiment period is carried out, and the research conclusion is obtained by combining the feedback of the concrete classroom teaching effect. This paper analyzes and summarizes the research background, the present situation and the existing research results of scaffolding teaching, and demonstrates the advantages of scaffolding teaching and the feasibility of implementing it in the biology classroom of Senior one, so as to prepare for the smooth development of the subject. Then, by studying the basic connotation and relevant theoretical basis of scaffolding teaching, we define the concept of "scaffold" and "scaffolding teaching", and describe the "proximal development area" in detail. And constructivism theory and other closely related theoretical basis, further demonstrated the feasibility of the subject. The practice research is mainly divided into two links: the preliminary investigation and the teaching practice. The preliminary investigation understands the basic situation of the experimental class through questionnaire investigation and analysis of the results, and then explains the process of teaching practice through the three-month classroom teaching. At the same time, the applicability of scaffolding teaching is discussed respectively for the new teaching and revision classes. After the end of the practice, the subject is reviewed and summarized. It mainly analyzes and summarizes the conclusions and problems in the research of the whole subject, reflects on the deficiencies in the course of the research, and puts forward his own opinions on the future research direction. The study of biological scaffolding teaching practice for nearly three months shows that scaffold teaching can significantly improve the teaching effect of senior high school students, improve students' biological achievement, improve students' autonomous learning ability, and improve students' ability to learn independently. Cooperative learning ability, analytical thinking ability and practical application ability play a significant role in stimulating students' interest in biological learning, changing students' traditional learning methods, and improving students' ability of communication and expression. Cultivating students' ability of practice and innovation has a good promoting effect. That is to say, the scaffolding teaching model does have some advantages in the classroom teaching of senior high school students.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.91

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