本文選題：高中生物 + 翻轉(zhuǎn)課堂��； 參考：《延安大學(xué)》2017年碩士論文

【摘要】：翻轉(zhuǎn)課堂通過將課上和課下內(nèi)容顛倒,實現(xiàn)學(xué)生學(xué)習(xí)的自主性和合作性,高效課堂則力求在45分鐘的課堂時間里追求學(xué)生學(xué)習(xí)效果的高效。因此,如何將兩者進行融合,既能實現(xiàn)課上課下學(xué)生學(xué)習(xí)效率的雙高效,又能保證學(xué)生是學(xué)習(xí)的主體,成為本次研究的主要內(nèi)容。本次研究主要提出了一種將翻轉(zhuǎn)課堂與高效課堂融合的模式,即翻轉(zhuǎn)高效課堂。也就是在翻轉(zhuǎn)課堂的模式下,實現(xiàn)課前、課上和課后三階段學(xué)生學(xué)習(xí)的高效。學(xué)生在課前通過教師設(shè)計的導(dǎo)學(xué)案觀看相應(yīng)的導(dǎo)學(xué)視頻進行學(xué)習(xí),完成相應(yīng)的問題并提出自己的問題。教師總結(jié)學(xué)生自學(xué)中的問題并在課堂上展示,作為課堂教學(xué)的主要探究任務(wù),學(xué)生則通過小組探究的形式在教師的引導(dǎo)下自主學(xué)習(xí)。在小組分工合作交流討論之后,進行小組配合或者推選個人進行展示,以分享小組的學(xué)習(xí)成果,鍛煉學(xué)生的表達能力。在實踐中教師僅擔(dān)任引導(dǎo)者的角色切忌灌輸知識,僅在課堂最后進行總結(jié)評價,回答學(xué)生在探究中沒能解決的疑問,以起到總結(jié)提高的效果。學(xué)生緊跟著進行課下練習(xí),課下練習(xí)的設(shè)置主要是突出少而精,目的是起到鞏固探究所得到的知識的作用,提高學(xué)生運用知識解決問題的能力。本課題以陜西省延安市延安中學(xué)高一年級的四個班作為實踐研究的對象,以人教版高中生物必修一第三章細胞的結(jié)構(gòu)相關(guān)知識作為研究的主要內(nèi)容,研究翻轉(zhuǎn)高效課堂的可實施性。在實驗過程中共設(shè)置了兩組對照,實驗組采用翻轉(zhuǎn)高效課堂的教學(xué)模式,對照組則采用傳統(tǒng)講授式教學(xué)。在這兩組對照中一組班級學(xué)習(xí)能力較高,使兩組學(xué)生的學(xué)習(xí)能力有一定的區(qū)分度,以提高實驗結(jié)果的可靠性。實驗最終以本章學(xué)習(xí)后的章末階段性檢測和學(xué)生課后問卷調(diào)查為參考。檢測結(jié)果表明,兩個實驗班的成績均比對照班高出8分,且高分段學(xué)生人數(shù)明顯較多,有顯著差異。在綜合調(diào)查問卷后得出結(jié)論如下,與傳統(tǒng)課堂相比,翻轉(zhuǎn)高效課堂確實對學(xué)生知識的掌握和能力的提升起到一定的作用,且成績的提高較為明顯。大部分學(xué)生能感受到在翻轉(zhuǎn)高效課堂中獲得一定能力的提升,能夠初步的認為此種教學(xué)模式確實具有提高學(xué)生學(xué)習(xí)效率的高效性。但因課下占用學(xué)生時間較多,部分學(xué)生認為即使在翻轉(zhuǎn)高效中提高了自身的能力和學(xué)習(xí)效率,卻加重其他科目的課業(yè)負擔(dān),表示更愿意接受以教師為主導(dǎo)的接受式學(xué)習(xí)。針對以上實驗結(jié)果,分析了本次教學(xué)實踐的不足之處,并提出了相應(yīng)的改進建議。翻轉(zhuǎn)課堂下高效課堂的教學(xué)模式對學(xué)生知識和能力的提高有顯著的促進作用,可以進行進一步的研究和推廣。
[Abstract]:The flipping classroom realizes the students' autonomy and cooperation by reversing the contents of the class and the class, while the efficient classroom strives to pursue the high efficiency of the students' learning effect in 45 minutes of classroom time. Therefore, how to combine the two can not only realize the dual efficiency of students' learning efficiency in class, but also ensure that students are the main body of learning, and become the main content of this study. In this study, we put forward a kind of fusion mode of flipping classroom and efficient classroom, that is, flipping efficient classroom. That is, in the mode of flipping the classroom, students can learn efficiently before, after and after class. Before class, the students watch the corresponding video of instruction through the instructional plan designed by the teacher, complete the corresponding questions and put forward their own questions. Teachers summarize the problems of students' self-study and show them in class. As the main inquiry task of classroom teaching, students learn independently through group inquiry under the guidance of teachers. After working in groups, cooperate with each other or select individuals to share their learning results and develop students' ability to express themselves. In practice, teachers should not instill knowledge only as guides, summarize and evaluate only at the end of class, answer questions that students can not solve in inquiry, so as to achieve the effect of summing up and improving. Students followed by practice after class, the setting of practice after class is mainly to highlight the small and fine, the purpose is to play a role in consolidating the knowledge of inquiry, improve the ability of students to use knowledge to solve problems. This subject takes the four classes of the first grade of Yanan Middle School in Yan'an, Shaanxi Province as the object of practical study, and takes the knowledge of the structure of the cell in the third chapter of the compulsory biology course of the senior high school as the main content of the research. To study the practicability of flipping efficient classroom. In the course of the experiment, two groups of control groups were set up. The experimental group adopted the teaching mode of flipping high efficiency classroom, while the control group adopted the traditional teaching mode. In order to improve the reliability of the experimental results, the learning ability of one group of students in the two groups is higher than that of the control group, so that the learning ability of the two groups can be distinguished to a certain extent. The experiment is based on the final stage examination of the chapter and the post-class questionnaire survey. The results showed that the scores of the two experimental classes were 8 points higher than those of the control class, and the number of the students in the high score was significantly higher than that of the control class. The conclusion of the questionnaire is as follows: compared with the traditional classroom, the flipped and efficient classroom does play a certain role in improving the students' knowledge and ability, and the improvement of the achievement is obvious. Most of the students can feel the improvement of their ability in the overturned and efficient classroom, and can initially think that this teaching mode has the high efficiency of improving the students' learning efficiency. However, some students think that even if they improve their ability and study efficiency in flipping efficiency, they are more willing to accept teacher-led receptive learning. In view of the above experimental results, this paper analyzes the shortcomings of this teaching practice and puts forward corresponding suggestions for improvement. The effective teaching mode in flipped classroom can promote the improvement of students' knowledge and ability, and can be further studied and popularized.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91;G434

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