發(fā)布時(shí)間：2018-06-05 17:56

  本文選題：高中生物 + 課堂小組活動(dòng)��； 參考：《河北師范大學(xué)》2015年碩士論文

【摘要】：小組活動(dòng)是現(xiàn)代教育理念提倡的一種教學(xué)模式。新課改后我國(guó)很多學(xué)校都開(kāi)展了相關(guān)的實(shí)踐研究:在課堂教學(xué)中以小組活動(dòng)為主要學(xué)習(xí)方式,各個(gè)學(xué)校提出了不同的教學(xué)模式,通過(guò)小組活動(dòng)大大提高這些學(xué)校的教學(xué)水平。在高中生物課堂中開(kāi)展小組活動(dòng)時(shí),提高小組成員的參與度是提高教學(xué)有效性的必要保障。首先,通過(guò)閱讀相關(guān)文獻(xiàn),了解小組活動(dòng)的概念和研究小組活動(dòng)的現(xiàn)狀。通過(guò)問(wèn)卷調(diào)查,掌握學(xué)生對(duì)高中生物開(kāi)展小組活動(dòng)的看法。學(xué)生認(rèn)為小組活動(dòng)對(duì)自己的學(xué)習(xí)幫助很大,但是改善小組成員關(guān)系、提高生物學(xué)習(xí)興趣、合理設(shè)計(jì)活動(dòng)問(wèn)題、掌握合作組織技巧等需要大力改進(jìn)。其次,筆者通過(guò)課堂觀察以及訪談等多種方式深層次挖掘高中生物課堂小組活動(dòng)中影響學(xué)生參與的因素。筆者先制定了課堂觀察量表和訪談提綱,然后進(jìn)入課堂開(kāi)展觀察,課后筆者對(duì)所觀察教師和小組學(xué)生進(jìn)行訪談。研究發(fā)現(xiàn)要提高生物課堂小組活動(dòng)的參與度,需要從以下方面改進(jìn):小組成員的人際關(guān)系,小組活動(dòng)問(wèn)題設(shè)置,小組活動(dòng)的時(shí)間,小組活動(dòng)的評(píng)價(jià),教師對(duì)小組活動(dòng)的指導(dǎo),學(xué)生學(xué)習(xí)生物的興趣,學(xué)生組織活動(dòng)的能力等等。最后,確立了制定策略的四個(gè)依據(jù)、四個(gè)原則,這些依據(jù)和原則為制定策略提供了理論上的指導(dǎo),保障了策略提出和驗(yàn)證有效性的研究順利開(kāi)展。通過(guò)以上調(diào)查和實(shí)踐,筆者提出了提高高中生物課堂小組活動(dòng)學(xué)生參與度的六大策略:策略一,基于教師有效組織的策略;策略二,基于優(yōu)化小組活動(dòng)問(wèn)題設(shè)計(jì)的策略;策略三,基于引入學(xué)具的策略;策略四,基于喚起學(xué)生學(xué)習(xí)興趣的策略;策略五,基于有效評(píng)價(jià)的策略;策略六,基于改善小組成員關(guān)系的策略。對(duì)每一個(gè)策略的要點(diǎn)進(jìn)行了說(shuō)明,附有對(duì)應(yīng)的教學(xué)案例,并且筆者在教學(xué)過(guò)程中親自實(shí)踐了六大策略對(duì)提高學(xué)生參與小組活動(dòng)的效果進(jìn)行了檢驗(yàn),論證了其有效性。學(xué)生是否有效的參與,直接決定著學(xué)生小組活動(dòng)的學(xué)習(xí)是否有效。提高高中小組活動(dòng)學(xué)生的參與度有助于學(xué)生學(xué)習(xí)效果的提升。
[Abstract]:Group activity is a teaching mode advocated by modern educational idea. After the new curriculum reform, many schools in our country have carried out relevant practical research: in classroom teaching, group activities are the main way of learning, each school has put forward different teaching modes, and the teaching level of these schools has been greatly improved through group activities. It is necessary to improve the effectiveness of teaching by increasing the participation of group members when carrying out group activities in senior high school biology class. First, the concept of group activities and the current situation of research group activities are understood by reading relevant literature. Through the questionnaire survey, we can master the students' views on the group activities of senior high school biology. The students think that group activities are very helpful to their study, but it is necessary to improve the relationship of group members, enhance the interest of biology learning, design activities reasonably and master the skills of cooperative organization. Secondly, through classroom observation and interviews, the author deeply excavates the factors that affect students' participation in high school biology class group activities. The author first formulates the classroom observation scale and the interview outline, then enters the classroom to carry on the observation, after class the author carries on the interview to the observed teacher and the small group student. The study found that in order to improve the participation of group activities in biology classroom, the following aspects should be improved: interpersonal relationship of group members, setting up group activity problems, time of group activities, evaluation of group activities, and teachers' guidance to group activities. Students' interest in learning biology, their ability to organize activities, etc. Finally, four principles and four principles are established, which provide theoretical guidance for the formulation of strategies, and ensure the smooth development of the research on the effectiveness of strategy formulation and validation. Through the above investigation and practice, the author puts forward six strategies to improve the students' participation in group activities in senior high school biology classroom: strategy one, strategy based on effective organization of teachers, strategy two, strategies based on optimizing the design of group activities; Strategy 3 is based on the strategy of introducing learning tools; strategy 4 is based on arousing students' learning interest; strategy 5 is based on effective evaluation; and strategy 6 is based on improving group membership. The main points of each strategy are explained, with corresponding teaching cases. In the process of teaching, the author personally practices six strategies to improve the effect of students' participation in group activities, and proves its effectiveness. The effective participation of students directly determines the effectiveness of student group activities. Improving the participation of high school students in group activities is helpful to the improvement of students' learning effect.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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本文編號(hào)：1982915