“先行組織者教學(xué)策略”在高中生物概念教學(xué)中的應(yīng)用
發(fā)布時(shí)間：2018-10-10 10:22
【摘要】：生物課程標(biāo)準(zhǔn)對(duì)生物概念非常重視。新一輪課程改革雖取得了很大的成效,但是由于少數(shù)教師對(duì)新課程理念的認(rèn)識(shí)存在誤區(qū),加之多種因素的限制使得高中生物概念教學(xué)的效果不夠理想,依然存在不少問(wèn)題。1960年,美國(guó)教育學(xué)家?jiàn)W蘇貝爾(David Ausubel)首次提出了先行組織者(Advance Organizer),旨在幫助學(xué)生在新知識(shí)與認(rèn)知結(jié)構(gòu)中的舊知識(shí)架起橋梁,達(dá)到知識(shí)間的整合。為了提升生物概念教學(xué)質(zhì)量,以先行組織者教學(xué)策略來(lái)學(xué)習(xí)生物概念就顯得異常重要。國(guó)內(nèi)外對(duì)先行組織者的研究有較長(zhǎng)的歷史,對(duì)先行組織者的研究主要體現(xiàn)在對(duì)先行組織者的定義、特征、呈現(xiàn)方式、作用、策略應(yīng)用及案例分析等方面。無(wú)論是理論還是實(shí)際方面,這些研究都極大地豐富了先行組織者的探究?jī)?nèi)容。本研究將主要從理論和實(shí)踐兩個(gè)層面展開(kāi)探討。理論方面,以先行組織者為依據(jù),對(duì)先行組織者進(jìn)行了相關(guān)的理論研究。包括先行組織者的設(shè)計(jì)原則、設(shè)計(jì)不同類(lèi)型先行組織者的策略、實(shí)施步驟、課堂教學(xué)中的應(yīng)用及人教版生物教材中的先行組織者等幾個(gè)方面進(jìn)行了研究。實(shí)踐方面,本研究選取了寶雞市普通高級(jí)中學(xué)虢鎮(zhèn)中學(xué)高一(4)、(6)班的全部學(xué)生作為被試,將兩個(gè)班級(jí)上學(xué)期期末考試成績(jī)作為前測(cè),這兩個(gè)班級(jí)之間生物成績(jī)、人數(shù)和性別等方面無(wú)顯著性差異。高一(4)班作為實(shí)驗(yàn)班,運(yùn)用先行組織者教學(xué)策略開(kāi)展教學(xué)；而高一(6)班則作為對(duì)照班,按照傳統(tǒng)的講授教學(xué)法進(jìn)行教學(xué)。本次實(shí)驗(yàn)選取三個(gè)重要的且具有代表性的生物概念作為實(shí)驗(yàn)。通過(guò)概念教學(xué)后進(jìn)行后測(cè),將兩個(gè)班級(jí)的成績(jī)進(jìn)行比較,分析先行組織者教學(xué)策略對(duì)學(xué)生學(xué)習(xí)效果、不同程度學(xué)生學(xué)習(xí)影響、性別等方面的影響。最后,對(duì)高一(4)班學(xué)生進(jìn)行先行組織者評(píng)價(jià)的調(diào)查問(wèn)卷,主要從該教學(xué)策略對(duì)學(xué)生的興趣、態(tài)度、學(xué)習(xí)方式的轉(zhuǎn)變等方面進(jìn)行分析。本研究得到以下結(jié)論：(1)生物概念的學(xué)習(xí)和保持效果：先行組織者教學(xué)策略能夠促進(jìn)高中生對(duì)生物概念的學(xué)習(xí)與保持,可提高學(xué)生的生物概念學(xué)習(xí)成績(jī)。對(duì)優(yōu)等生學(xué)生的作用效果更顯著,對(duì)已有認(rèn)知結(jié)構(gòu)不完善的學(xué)生沒(méi)有表現(xiàn)出顯著性差異。(2)性別差異：從某些方面分析,先行組織者教學(xué)策略可能更能促進(jìn)男生學(xué)習(xí)高中生物概念,提高男生思維的靈活度。這可能與男女生的學(xué)習(xí)方法、思維習(xí)慣等有關(guān)。(3)學(xué)習(xí)方式：先行組織者的引入,可改善學(xué)生學(xué)習(xí)生物概念的方式,但效果不顯著,只有少量的學(xué)生可以把先行組織者的相關(guān)的學(xué)習(xí)方法遷移到其他學(xué)科的學(xué)習(xí)中。(4)興趣和信心：先行組織者教學(xué)策略能提高學(xué)生學(xué)習(xí)生物概念的興趣和信心,為學(xué)習(xí)者學(xué)習(xí)做好認(rèn)知與情感的準(zhǔn)備,提升學(xué)習(xí)者對(duì)學(xué)習(xí)生物學(xué)科的熱情。
[Abstract]:Biology curriculum standards attach great importance to biological concepts. Although the new round of curriculum reform has achieved great results, there are still many problems in the teaching of biology concept in senior high school because of the misunderstanding of a few teachers' understanding of the concept of new curriculum and the limitation of many factors. (David Ausubel), an American educator, proposed for the first time that (Advance Organizer), the leading organizer, aims to help students build bridges between new knowledge and old knowledge in cognitive structure and achieve the integration of knowledge. In order to improve the teaching quality of biological concept, it is very important to study biological concept with the teaching strategy of leading organizer. There is a long history at home and abroad in the study of the leading organizer, which is mainly embodied in the definition, characteristics, presentation mode, role, strategy application and case analysis of the leading organizer. Both theoretical and practical aspects, these studies have greatly enriched the research content of the advance organizer. This study will be mainly discussed from the theoretical and practical aspects. In theory, based on the advance organizer, the related theoretical research on the leading organizer is carried out. It includes the design principle of the leading organizer, the strategy of designing different types of advance organizer, the steps of implementation, the application of classroom teaching and the leading organizer in the teaching of biology. In practice, this study selected all the students of Grade 1 (4), (6) of Guozhen Middle School in Baoji City as subjects, taking the final examination results of the two classes as the pre-test, and the biological scores between the two classes. There was no significant difference in number and sex. As the experimental class, the first (4) class of senior high school used the teaching strategy of the organizer in advance, while the class 6 of the first year of senior high school was used as the control class, and the teaching was carried out according to the traditional teaching method. Three important and representative biological concepts are selected as experiments. Through the post-test after the concept teaching, the results of the two classes were compared, and the influence of the first organizer's teaching strategy on the students' learning effect, the influence of different degrees of students' learning, the gender and so on were analyzed. Finally, the questionnaire for the first organizer evaluation of the first (4) class students is mainly analyzed from the aspects of the interest, attitude and learning style of the students in the teaching strategy. The main conclusions of this study are as follows: (1) the effect of learning and maintaining biological concept: the teaching strategy of advance organizer can promote the learning and maintenance of biological concept in senior high school students, and can improve the students' learning achievement of biological concept. The effect on the excellent students is more significant, but there is no significant difference for the students with imperfect cognitive structure. (2) gender differences: from some aspects, The teaching strategy of the leading organizer may promote boys to learn biological concepts in senior high school and improve the flexibility of boys' thinking. This may be related to the learning methods and thinking habits of male and female students. (3) Learning style: the introduction of leading organizers can improve the way students learn biological concepts, but the effect is not significant. Only a small number of students can transfer the relevant learning methods of the leading organizers to the study of other subjects. (4) interest and confidence: the teaching strategies of the leading organizers can enhance students' interest and confidence in learning biological concepts. To prepare learners for cognitive and emotional learning, and to promote learners' enthusiasm for learning biology.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.91
本文編號(hào)：2261421
[Abstract]:Biology curriculum standards attach great importance to biological concepts. Although the new round of curriculum reform has achieved great results, there are still many problems in the teaching of biology concept in senior high school because of the misunderstanding of a few teachers' understanding of the concept of new curriculum and the limitation of many factors. (David Ausubel), an American educator, proposed for the first time that (Advance Organizer), the leading organizer, aims to help students build bridges between new knowledge and old knowledge in cognitive structure and achieve the integration of knowledge. In order to improve the teaching quality of biological concept, it is very important to study biological concept with the teaching strategy of leading organizer. There is a long history at home and abroad in the study of the leading organizer, which is mainly embodied in the definition, characteristics, presentation mode, role, strategy application and case analysis of the leading organizer. Both theoretical and practical aspects, these studies have greatly enriched the research content of the advance organizer. This study will be mainly discussed from the theoretical and practical aspects. In theory, based on the advance organizer, the related theoretical research on the leading organizer is carried out. It includes the design principle of the leading organizer, the strategy of designing different types of advance organizer, the steps of implementation, the application of classroom teaching and the leading organizer in the teaching of biology. In practice, this study selected all the students of Grade 1 (4), (6) of Guozhen Middle School in Baoji City as subjects, taking the final examination results of the two classes as the pre-test, and the biological scores between the two classes. There was no significant difference in number and sex. As the experimental class, the first (4) class of senior high school used the teaching strategy of the organizer in advance, while the class 6 of the first year of senior high school was used as the control class, and the teaching was carried out according to the traditional teaching method. Three important and representative biological concepts are selected as experiments. Through the post-test after the concept teaching, the results of the two classes were compared, and the influence of the first organizer's teaching strategy on the students' learning effect, the influence of different degrees of students' learning, the gender and so on were analyzed. Finally, the questionnaire for the first organizer evaluation of the first (4) class students is mainly analyzed from the aspects of the interest, attitude and learning style of the students in the teaching strategy. The main conclusions of this study are as follows: (1) the effect of learning and maintaining biological concept: the teaching strategy of advance organizer can promote the learning and maintenance of biological concept in senior high school students, and can improve the students' learning achievement of biological concept. The effect on the excellent students is more significant, but there is no significant difference for the students with imperfect cognitive structure. (2) gender differences: from some aspects, The teaching strategy of the leading organizer may promote boys to learn biological concepts in senior high school and improve the flexibility of boys' thinking. This may be related to the learning methods and thinking habits of male and female students. (3) Learning style: the introduction of leading organizers can improve the way students learn biological concepts, but the effect is not significant. Only a small number of students can transfer the relevant learning methods of the leading organizers to the study of other subjects. (4) interest and confidence: the teaching strategies of the leading organizers can enhance students' interest and confidence in learning biological concepts. To prepare learners for cognitive and emotional learning, and to promote learners' enthusiasm for learning biology.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.91
【參考文獻(xiàn)】
相關(guān)期刊論文 前2條
1 陶銅筑;生物教學(xué)中的“先行組織者”[J];貴州教育;2003年06期
2 張愛(ài)卿,劉華山,劉玲玲;“先行組織者”教學(xué)策略在中學(xué)歷史教學(xué)中的實(shí)驗(yàn)研究[J];心理發(fā)展與教育;2000年02期
，本文編號(hào)：2261421
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