本文選題：自主學(xué)習(xí) + 初中生物��； 參考：《新疆師范大學(xué)》2015年碩士論文

【摘要】：二十一世紀(jì)是國(guó)際競(jìng)爭(zhēng)激烈的時(shí)代,而且競(jìng)爭(zhēng)的焦點(diǎn)是人才的競(jìng)爭(zhēng),在這個(gè)知識(shí)快速發(fā)展的時(shí)代,知識(shí)的更新速度快、周期短、信息激增、知識(shí)爆炸。這個(gè)充滿(mǎn)競(jìng)爭(zhēng)的社會(huì)中學(xué)生是否具有適應(yīng)能力和競(jìng)爭(zhēng)能力,在于學(xué)生是否具備了自主學(xué)習(xí)能力。因此學(xué)校教育承擔(dān)了培養(yǎng)學(xué)生自主、合作的學(xué)習(xí)方式,使能夠幫助學(xué)生更好地適應(yīng)當(dāng)今時(shí)代,但這需要教師教會(huì)學(xué)生怎樣學(xué)習(xí),怎樣才能更好的掌握知識(shí)。這就給廣大一線(xiàn)教師提出以培養(yǎng)學(xué)生獨(dú)立學(xué)習(xí)、獨(dú)立思考、樂(lè)于探究、創(chuàng)新能力為主的新教學(xué)目標(biāo)和任務(wù)。本研究通過(guò)初中生物課堂教學(xué)中運(yùn)用“先練后教”教學(xué)模式來(lái)培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。“先練后教”教學(xué)模式指教師在教學(xué)過(guò)程中不能單純的傳授知識(shí),而運(yùn)用各種教學(xué)方式,調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣,形成自主學(xué)習(xí)的一種教學(xué)模式。本研究的重點(diǎn)是“先練后教”教學(xué)模式為主的教學(xué)設(shè)計(jì)在實(shí)踐中的實(shí)施和修改過(guò)程。本文采用文獻(xiàn)調(diào)查、案例分析結(jié)合問(wèn)卷調(diào)查以烏魯木齊市第五中學(xué)七年級(jí)4班的學(xué)生為研究對(duì)象,運(yùn)用“先練后教”教學(xué)模式前后學(xué)生的學(xué)業(yè)成績(jī)、學(xué)生學(xué)習(xí)生物學(xué)興趣與動(dòng)機(jī)、學(xué)生自主學(xué)習(xí)能力等方面的問(wèn)卷調(diào)查得分作為評(píng)價(jià)標(biāo)準(zhǔn),公平的評(píng)價(jià)學(xué)生的自主學(xué)習(xí)能力,并獲得的數(shù)據(jù)進(jìn)行分析。研究結(jié)果表明,“先練后教”教學(xué)模式運(yùn)用于教學(xué)實(shí)踐中的效果明顯,學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)動(dòng)機(jī)有了明顯的提高,覺(jué)得學(xué)習(xí)生物學(xué)很愉快的人數(shù)百分率前測(cè)中占3.7%,后測(cè)中占37%、喜歡閱讀有關(guān)生物課外書(shū)的人數(shù)百分率前測(cè)中占4%,后測(cè)中占49%;學(xué)生都基本上養(yǎng)成了良好的學(xué)習(xí)習(xí)慣,根據(jù)數(shù)據(jù)統(tǒng)計(jì)50%以上的學(xué)生都上課之前自己能夠先預(yù)習(xí)和復(fù)習(xí),并解決問(wèn)題以后進(jìn)行反思;課堂效率也明顯的提高了,上課時(shí)積極向老師提出問(wèn)題的學(xué)生數(shù)量從35%上升到了48.9%、自己愿意主動(dòng)動(dòng)筆做題的學(xué)生數(shù)量從31.5%上升到了57.4%、把已學(xué)過(guò)的知識(shí)歸納,總結(jié)的學(xué)生數(shù)量也明顯的增多了;學(xué)生的學(xué)業(yè)成績(jī)也明顯的提高了,運(yùn)用“先練后教”教學(xué)模式前的學(xué)生月考平均成績(jī)?yōu)?8.9分,運(yùn)用后的學(xué)生期末考試平均成績(jī)?yōu)?1.2分,出現(xiàn)了明顯的差異。在生物課堂上通過(guò)設(shè)計(jì)情景、練習(xí)題、導(dǎo)學(xué)案等方式引入新課,有助于激發(fā)學(xué)生的學(xué)習(xí)興趣和動(dòng)機(jī),從而提高學(xué)生的自主學(xué)習(xí)能力。生物課堂教學(xué)中運(yùn)用“先練后教”教學(xué)模式最終實(shí)現(xiàn)了培養(yǎng)學(xué)生自主學(xué)生能力的目標(biāo),達(dá)到了新課程目標(biāo)的要求。
[Abstract]:The 21 century is an era of intense international competition, and the focus of competition is the competition of talents. In this era of rapid development of knowledge, the renewal of knowledge is fast, the period is short, the information proliferates and the knowledge explodes. Whether the middle school students have the ability to adapt and compete in this competitive society depends on whether the students have the ability of autonomous learning. Therefore, school education undertakes to cultivate students' independent and cooperative learning methods, so as to help students adapt to the times better, but this requires teachers to teach students how to learn and how to master knowledge better. This puts forward a new teaching goal and task to cultivate students' independent learning, independent thinking, willingness to explore and innovative ability. In this study, students' autonomous learning ability was trained by using the teaching mode of "first practice before teaching" in biology classroom teaching in junior high school. The teaching mode of "practice first and teach later" refers to a teaching mode in which teachers cannot simply impart knowledge in the course of teaching, but use various teaching methods to arouse students' interest in learning and form a teaching mode of independent learning. The emphasis of this study is the implementation and modification of teaching design in practice. This article adopts the literature investigation, the case analysis unifies the questionnaire investigation to take the Urumqi fifth middle school seventh grade 4 class student as the research object, uses "first practice before teaching" the student's academic achievement before and after the teaching mode, The questionnaire scores of students' interest and motivation in learning biology, students' autonomous learning ability and so on are used as evaluation criteria, and the students' autonomous learning ability is evaluated fairly, and the data obtained are analyzed. The results show that the teaching model of "first practice and later teaching" has obvious effect in teaching practice, and students' interest in learning and learning motivation have been greatly improved. The percentage of people who found it pleasant to learn biology was 3.7in the pretest, 37 in the post-test, 4in the pretest and 49in the post-test, and the percentage of the people who liked to read the related biology books was 40.All the students basically developed good study habits. According to the statistics, more than 50% of the students were able to preview and review before class, and then to reflect on the problem solving. The efficiency of the class was also significantly improved. In class, the number of students who actively raised questions to teachers rose from 35% to 48.9%, and the number of students who were willing to take the initiative to do problems rose from 31.5% to 57.4%. The average score of students' monthly examination is 58.9 points, and the average score of students' final examination after application is 71.2 points, there is obvious difference. It is helpful to stimulate students' interest and motivation in biology class by designing situations, exercises and guided study plans, thus improving students' autonomous learning ability. In biology classroom teaching, the teaching mode of "first practice and later teaching" has finally realized the goal of cultivating students' independent ability and reached the requirements of the new curriculum.
【學(xué)位授予單位】：新疆師范大學(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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本文編號(hào)：2038515