本文選題：初中生物學 + 問題情境教學��； 參考：《閩南師范大學》2015年碩士論文

【摘要】：隨著時代的發(fā)展,社會對人才的培養(yǎng)提出了新的要求,新課程改革倡導探究性學習理念,強調培養(yǎng)學生發(fā)現問題、分析問題及解決問題的能力,而問題的發(fā)現和解決都離不開問題情境,因此問題情境教學越來越受到重視。問題情境教學強調幫助學生學會如何提出問題、解決問題,掌握研究問題的科學方法,并形成有效的認知策略,獲得終身學習所必需的基礎知識和基本技能,它更好的適應了社會對教育的需求。因此,將問題情境教學應用于初中生物課堂中的研究具有一定的理論和實踐意義。本文在文獻研究的基礎上,對問題情境教學的相關概念、國內外研究現狀、理論基礎等進行全面的論述,并以人教版義務教育七年級下冊《生物學》為載體,結合初中生物學科的具體特點,以及初中階段學生的認知發(fā)展水平,提出初中生物學課堂教學中問題情境創(chuàng)設的具體原則、途徑,構建問題情境教學的模式,設計和分析具體的教學案例,可為教學或研究提供一定的參考和借鑒。本研究還采用前后測的實驗方法,開展問題情境教學的實踐研究。通過整理分析問卷調查、訪談調查、課堂觀察等收集到的資料得出以下結論:問題情境教學可以提高學生生物學學習興趣、問題意識及學習效果;改善學生的學習方式、師生關系及課堂氣氛;同時還可以提升教師的教學水平和能力。
[Abstract]:With the development of the times, the society has put forward new requirements for the cultivation of talents. The new curriculum reform advocates the concept of inquiry learning and emphasizes the cultivation of students' ability to discover, analyze and solve problems. The discovery and solution of problems can not be separated from problem situations, so more and more attention is paid to problem situation teaching. Problem situational teaching emphasizes helping students learn how to ask questions, solve problems, master scientific methods of studying problems, and form effective cognitive strategies to acquire the basic knowledge and skills necessary for lifelong learning. It is better suited to the needs of society for education. Therefore, it is of theoretical and practical significance to apply problem situational teaching to the research of biology classroom in junior middle school. On the basis of literature research, this paper makes a comprehensive discussion on the related concepts of problem situational teaching, the current research situation at home and abroad, the theoretical basis and so on, and takes the Lower Volume of Biology in the seventh grade of compulsory education as the carrier. Combined with the specific characteristics of biology in junior high school and the cognitive development level of junior middle school students, this paper puts forward the concrete principles and ways of creating problem situation in biology classroom teaching in junior high school, and constructs the model of problem situation teaching. The design and analysis of specific teaching cases can provide some reference for teaching or research. This study also adopts the experimental method of pre-test and pre-test to carry out practical research on problem situation teaching. According to the data collected from questionnaire survey, interview survey and classroom observation, the following conclusions can be drawn: problem situation teaching can improve students' interest in biology learning, problem awareness and learning effect, improve students' learning style, and improve students' learning style. The relationship between teachers and students and classroom atmosphere can also improve teachers' teaching level and ability.
【學位授予單位】：閩南師范大學
【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：1946581