【摘要】：隨著時代的發(fā)展,教育信息化、現(xiàn)代化變得越來越重要,逐漸成為推動基礎教育改革的關鍵,越來越多的中小學校裝備了“電子書包”。本文從初中生物學科角度出發(fā),通過理論分析和教學實踐相結合的方式,針對電子書包在課堂教學中的實踐問題進行研究。首先,分別從對電子書包工具的認同感、電子書包在初中生物課堂的使用情況、對學生學習生物興趣的影響三個方面編制問卷,對實驗校Z校的電子書包班學生發(fā)放問卷,問卷統(tǒng)計結果表明:學生對電子書包是認同的、電子書包運用于初中生物教學可以提高學習興趣和學習效率。結合對學生和教師的訪談整理,得知:(1)電子書包的使用,提高了學生的學習興趣;(2)電子書包的使用,提高了教學效率;電子書包的實施過程中存在的問題:(1)現(xiàn)有資源、技術不能滿足教學需要;(2)使用過程中個別教師被電子書包所綁架;(3)教師觀念及信息技能滯后于現(xiàn)代化教學的發(fā)展和需要;(4)部分周邊人對電子書包的使用持排斥和懷疑的態(tài)度。對此,結合實驗校的真實情況提出建議:(1)深度開發(fā)教學資源是核心;(2)合理進行教學設計是根本;(3)調(diào)動學科教師的積極性是保障;(4)做好對電子書包應用的實驗成果的宣傳。其次,將實驗校特有的334教學模式與電子書包進行融合,將課堂教學分為三大環(huán)節(jié)——課前自主預習、課中交流合作與展示、課后鞏固提高。本文從教材分析、學生特征分析、教學目標分析、教學重難點、課堂師生互動行為等方面,對實驗校老師提供的兩節(jié)教學案例——新授課《眼球的結構》和復習課《生物圈中的人》進行了量性分析研究,以期為電子書包在初中生物課堂的教學提供一定的參考。
[Abstract]:With the development of the times, education informatization and modernization become more and more important, and gradually become the key to promote the reform of basic education. More and more primary and middle schools are equipped with "electronic schoolbags". From the perspective of biology in junior high school, this paper studies the practical problems of electronic schoolbag in classroom teaching by combining theory analysis with teaching practice. First of all, from the recognition of electronic schoolbag tools, the use of electronic schoolbag in junior high school biology classroom, the impact on students' interest in biology, the questionnaire is issued to the students of electronic schoolbag class in Z school of experimental school. The results of the questionnaire show that the students agree with the electronic schoolbag, and the application of the electronic schoolbag to biology teaching in junior high school can improve the interest and efficiency of learning. Combined with interviews with students and teachers, it is found that: (1) the use of electronic schoolbags enhances the students' interest in learning; (2) the use of electronic schoolbags improves the teaching efficiency; the problems existing in the implementation of electronic schoolbags; (1) the existing resources; Technology can not meet the teaching needs; (2) individual teachers are kidnapped by electronic schoolbags in the process of use; (3) teachers' concepts and information skills lag behind the development and needs of modern teaching; (4) some peripheral people hold an attitude of rejection and doubt about the use of electronic schoolbags. In view of this, some suggestions are put forward: (1) developing teaching resources in depth is the core; (2) reasonable teaching design is fundamental; (3) arousing the enthusiasm of subject teachers is the guarantee; (4) propagating the experimental results of the application of electronic schoolbags. Secondly, the special 334 teaching mode of experimental school is combined with electronic schoolbag, and the classroom teaching is divided into three main links: pre-class self-study, communication, cooperation and display in class, consolidation and improvement after class. This paper analyzes the teaching materials, the characteristics of students, the teaching objectives, the difficulties in teaching, the interaction between teachers and students in class, and so on. This paper makes a quantitative analysis and study on two teaching cases provided by the teachers of experimental schools, the new teaching "structure of eyeball" and the review lesson "people in the Biosphere", in order to provide a certain reference for the teaching of electronic schoolbags in the biology classroom of junior high school.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91;G434

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