本文關(guān)鍵詞： 初中生物課 問(wèn)題導(dǎo)入 案例設(shè)計(jì)　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：問(wèn)題導(dǎo)入是導(dǎo)入的一種基本方式,在教學(xué)中被廣泛使用。教師通過(guò)多種教學(xué)媒介創(chuàng)設(shè)問(wèn)題情境,根據(jù)學(xué)生的認(rèn)知特點(diǎn)提出幾個(gè)問(wèn)題或引導(dǎo)學(xué)生提出問(wèn)題進(jìn)行問(wèn)題導(dǎo)入,可以啟發(fā)學(xué)生的思維,提高教學(xué)效率。對(duì)于同一節(jié)課,問(wèn)題品質(zhì)不同,導(dǎo)入效果也大相庭徑,這就要求教師要掌握一定的理論基礎(chǔ),遵循問(wèn)題導(dǎo)入的原則,提高運(yùn)用問(wèn)題導(dǎo)入進(jìn)行教學(xué)能力。但是,通過(guò)查閱文獻(xiàn)資料發(fā)現(xiàn)我國(guó)對(duì)于初中生物課問(wèn)題導(dǎo)入缺少系統(tǒng)化研究,大多還停留在個(gè)人的經(jīng)驗(yàn)總結(jié)階段。在初中生物教學(xué)實(shí)踐中,部分教師在實(shí)施問(wèn)題導(dǎo)入時(shí)也存在一些問(wèn)題,影響了問(wèn)題導(dǎo)入的效果。因此,本研究通過(guò)文獻(xiàn)法、觀察法和訪談法從理論和實(shí)踐兩方面對(duì)初中生物課問(wèn)題導(dǎo)入展開(kāi)了研究,希望能夠?yàn)槌踔猩锝處熖峁┮恍﹨⒖�。本論文結(jié)構(gòu)如下:論文共有六章:第一章為緒論,本章從教育改革的需要和現(xiàn)實(shí)教學(xué)的需要兩方面闡述了研究問(wèn)題導(dǎo)入的必要性,分析了國(guó)內(nèi)外的相關(guān)研究,介紹了本研究的目的和意義以及整個(gè)研究思路和研究方法;第二章為概念界定和理論基礎(chǔ),主要界定了問(wèn)題、導(dǎo)入、以及問(wèn)題導(dǎo)入的概念,并闡述了關(guān)于問(wèn)題導(dǎo)入的相關(guān)理論;第三章對(duì)問(wèn)題導(dǎo)入進(jìn)行了相關(guān)的理論探討,其中分別論述了問(wèn)題導(dǎo)入的分類、問(wèn)題導(dǎo)入的主要功能、問(wèn)題導(dǎo)入的相關(guān)原則、問(wèn)題導(dǎo)入的設(shè)計(jì)過(guò)程;第四章是以濟(jì)南版初中生物教科書(shū)為依據(jù)進(jìn)行的問(wèn)題導(dǎo)入的相關(guān)案例設(shè)計(jì);第五章為案例的實(shí)施。最后通過(guò)對(duì)以上研究的總結(jié)得出以下結(jié)論:問(wèn)題導(dǎo)入作為導(dǎo)入的方式之一,能夠引起學(xué)生注意,啟發(fā)學(xué)生的思維,對(duì)學(xué)生建構(gòu)知識(shí)有重要的作用,在生物課堂教學(xué)中應(yīng)受到高度重視;問(wèn)題導(dǎo)入的有效實(shí)施關(guān)鍵在于問(wèn)題的設(shè)計(jì),科學(xué)的問(wèn)題可以提高導(dǎo)入的有效性;問(wèn)題導(dǎo)入可以激發(fā)興趣、明確目標(biāo)、促進(jìn)遷移;根據(jù)初中生的身心發(fā)展水平及生物學(xué)科的特點(diǎn),在實(shí)際教學(xué)中實(shí)施問(wèn)題導(dǎo)入是可行的。
[Abstract]:Question introduction is a basic way of introducing, which is widely used in teaching. Teachers create problem situations through a variety of teaching media. According to the students' cognitive characteristics, it can enlighten the students' thinking and improve the teaching efficiency by putting forward several questions or leading them to ask questions. For the same class, the quality of the problems is different. The effect of introduction is also large, which requires teachers to master a certain theoretical basis, follow the principle of problem introduction, and improve the teaching ability of using problem introduction. Through the review of literature, we find that there is no systematic research on the introduction of biology lesson in junior high school in our country, and most of them are still in the stage of personal experience summary, and in the biology teaching practice of junior high school. Some teachers also have some problems in the implementation of problem introduction, which affects the effect of problem introduction. Observation method and interview method from the theoretical and practical aspects of junior high school biology lesson introduction of the research. Hope to be able to provide some reference for junior high school biology teachers. The structure of this paper is as follows: there are six chapters: the first chapter is the introduction. This chapter expounds the necessity of the introduction of research problems from the needs of educational reform and the needs of practical teaching, and analyzes the relevant research at home and abroad. This paper introduces the purpose and significance of this study, as well as the whole research ideas and research methods; The second chapter is the concept definition and theoretical basis, mainly defines the problem, the introduction, and the problem introduction concept, and elaborated the related theory about the question introduction; The third chapter discusses the theory of problem introduction, including the classification of problem introduction, the main functions of problem introduction, the relevant principles of problem introduction, and the design process of problem introduction. Chapter 4th is based on Jinan version of junior high school biology textbook as the basis of the introduction of the relevant case design; Chapter 5th is the implementation of the case. Finally, through the summary of the above research, the following conclusions are drawn: as one of the ways of introduction, the introduction of problems can arouse students' attention and inspire students' thinking. It plays an important role in students' construction of knowledge and should be attached great importance to in biology classroom teaching. The key to the effective implementation of the problem introduction lies in the design of the problem, and the scientific problem can improve the effectiveness of the introduction; Problem introduction can stimulate interest, clear goals, and promote migration; According to the level of physical and mental development of junior high school students and the characteristics of biology, it is feasible to carry out problem introduction in practical teaching.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.91

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 申笑梅;;利用“情景問(wèn)題導(dǎo)入”讓思政教學(xué)解渴又實(shí)用[J];中國(guó)教育學(xué)刊;2016年10期

2 秦翠紅;;了解前概念,注重物理教學(xué)的問(wèn)題導(dǎo)入和提問(wèn)策略[J];知識(shí)窗(教師版);2016年04期

3 王萍;;化學(xué)教學(xué)中的情境教學(xué)和教育理論[J];亞太教育;2015年36期

4 孫淑英;;問(wèn)題導(dǎo)入緊抓學(xué)生心理[J];品牌;2014年11期

5 唐永杰;;思想政治課美感教學(xué)的優(yōu)化設(shè)計(jì)[J];中學(xué)教學(xué)參考;2013年21期

6 吳旭日;陳展虹;李呈林;;以問(wèn)題化學(xué)習(xí)方式構(gòu)建信息技術(shù)課程教學(xué)實(shí)例[J];福建教育學(xué)院學(xué)報(bào);2013年01期

7 鐘秋生;;初中數(shù)學(xué)課堂提問(wèn)的問(wèn)題與策略探討[J];成功(教育);2012年18期

8 曹宏偉;;淺談初中生物課堂導(dǎo)入藝術(shù)[J];學(xué)周刊;2012年16期

9 楊翠娥;;論教育的哲學(xué)基礎(chǔ)[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2011年05期

10 丁華;;未成曲調(diào)先有情——淺談初中生物課堂教學(xué)的有效導(dǎo)入[J];科學(xué)教育;2011年02期

相關(guān)碩士學(xué)位論文 前5條

1 劉斐;論問(wèn)題導(dǎo)向教學(xué)[D];華中師范大學(xué);2014年

2 馬蘭;新課程背景下高中生物課堂有效導(dǎo)入的研究[D];曲阜師范大學(xué);2014年

3 馮加漁;赫爾巴特課程思想研究[D];華中科技大學(xué);2011年

4 蘇強(qiáng);初中數(shù)學(xué)新課導(dǎo)入研究[D];廣西師范大學(xué);2010年

5 宋玉云;初中生生物學(xué)學(xué)習(xí)興趣現(xiàn)狀與對(duì)策探討[D];山東師范大學(xué);2009年

，

本文編號(hào)：1476819