本文選題：項目教學 + 重要概念　； 參考：《南京師范大學》2015年碩士論文

【摘要】：隨著我國教育改革的深入發(fā)展,要求生物學課程關注每一個學生、提高學生的科學素養(yǎng),特別是一個普通公民終身發(fā)展所需的生物科學素養(yǎng),促進他們在原有基礎上的良好發(fā)展。教師在教學中需要結合學校和學生的實際,創(chuàng)造性地進行教學。項目教學是發(fā)展學生21世紀技能的有效手段,其驅動性問題基于學生的自身興趣,來源于學生的實際生活,解決問題需要組建項目小組,在合作學習中運用多種媒體技能,生成項目作品分享成果。項目教學是一種形式、一個平臺,建構重要概念是目標,項目教學在生物學重要概念教學中的應用就是在這一平臺上實現目標�！叭绾螒庙椖拷虒W進行重要概念教學?存在哪些優(yōu)劣?”等問題需要進行實踐應用研究。本文首先對項目教學的內涵進行了界定,分析了項目教學的含義,解釋了什么是驅動性問題,根據自身對項目教學的理解制定了項目教學的流程。并進一步界定了重要概念的內涵,在與接受式學習的差異、與活動教學的區(qū)別、與基于問題的教學兩者間關系和任務驅動式教學的關系的比較中,指出項目教學是一種能體現出學生合作的有意義的學習活動,其過程中引導學生不斷收獲21世紀技能,有利于學生形成終身學習的態(tài)度。接著,論文選擇了新授課、復習課、試卷講評課等典型課例進行深入例析,從項目描述、重要概念、項目實施、案例分析等4個方面進行剖析反思,通過預設與生成之間的比較,分析了學生的心理、生活經驗、知識儲備、驅動性問題選擇優(yōu)劣、項目實施對建構重要概念的有效性等。選擇了研究性學習進行項目教學的全面實施,并對學生作品和補償研究深入分析。結合應用的思考,歸納出將原有驅動性問題分解、借助不同的新媒體技術手段等形成設置微項目,擴展項目教學的應用范圍,在跨學科和非常態(tài)工作中引入新常態(tài)評價,完善項目教學的運行機制,借力團隊合力進行補償研究等經驗實現項目教學在建構重要概念方面的推進。在此基礎上,引入SWOT分析法,從優(yōu)勢、劣勢、機會、威脅4個維度,發(fā)掘了項目教學在合作學習、多元化建構概念、提升學生責任感等的優(yōu)勢,在缺少時間、缺乏支持方面的劣勢,在全新嘗試、真實生活、多種技能中存在的機會,以及分數、教師自身設計能力、同伴缺乏方面的威脅。
[Abstract]:With the further development of education reform in China, biology curriculum is required to pay attention to every student, improve students' scientific literacy, especially the biological science literacy required for the lifelong development of an ordinary citizen. To promote their good development on the basis of the original. Teachers need to combine the reality of school and students in teaching creative teaching. Project teaching is an effective means to develop students' skills in the 21st century. Its driving problems are based on students' own interests and come from students' actual life. To solve problems, we need to set up project teams and use various media skills in cooperative learning. Generate project works to share results. Project teaching is a form, a platform, the construction of important concepts is the goal, the application of project teaching in the teaching of important concepts in biology is to achieve the goal on this platform. "how to use the project teaching to carry on the important concept teaching? What are the advantages and disadvantages? " And so on need to carry on the practice application research. In this paper, the connotation of project teaching is defined, the meaning of project teaching is analyzed, the driving problem is explained, and the process of project teaching is established according to its own understanding of project teaching. Furthermore, it defines the connotation of the important concepts, in the comparison of the difference between the two concepts, the difference between the two concepts, the difference between the two concepts, the relationship between them and the problem-based teaching, and the relationship between task driven teaching and learning. It is pointed out that project teaching is a kind of meaningful learning activity which can reflect students' cooperation. In the process, it guides students to harvest skills in the 21st century and is conducive to students' lifelong learning attitude. Then, the paper chooses the new teaching, the review class, the test paper comment class and so on typical lesson examples to carry on the thorough example analysis, from the project description, the important concept, the project implementation, the case analysis and so on four aspects carries on the analysis reflection. Through the comparison between presupposition and generation, this paper analyzes the students' psychology, life experience, knowledge reserve, choice of driving problems, and the effectiveness of project implementation in constructing important concepts. Research learning is chosen to carry out the project teaching, and the research on students' works and compensation is deeply analyzed. Combined with the thinking of application, it is concluded that the original driving problem is decomposed, the micro-project is set up with the help of different new media technology, the scope of application of project teaching is expanded, and the new normal evaluation is introduced in the interdisciplinary and abnormal work. Improve the operation mechanism of project teaching, and make use of the team to carry out compensation research and other experiences to achieve the project teaching in the construction of important concepts. On this basis, we introduce SWOT analysis, from the four dimensions of strengths, weaknesses, opportunities and threats, to explore the advantages of project teaching in cooperative learning, diversified construction of concepts, enhance students' sense of responsibility, and so on, in the lack of time, and so on. Disadvantages in terms of lack of support, opportunities in new attempts, real life, multiple skills, and scores, teachers' own design abilities, and threats in peer scarcity.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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本文編號：1836877