發(fā)布時間：2018-06-02 23:33

  本文選題：邏輯思維 + 高中生物��； 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：邏輯思維是人思維發(fā)展的高級形式之一。高中階段的學(xué)生心智逐漸趨于成熟與穩(wěn)定。為了培養(yǎng)能夠適應(yīng)社會的創(chuàng)新型人才,從高中階段起,就要注重學(xué)生邏輯思維的培養(yǎng)。而這個培養(yǎng)的載體就是學(xué)校課程教育。其中,生物學(xué)本身就具有較強(qiáng)的邏輯性,生物教師在生物課堂上培養(yǎng)學(xué)生的邏輯思維是義不容辭的事。本文以高中生物新課程標(biāo)準(zhǔn)、高中生物教學(xué)大綱為依據(jù),探究如何在高中生物教學(xué)中培養(yǎng)學(xué)生邏輯思維能力。同時結(jié)合高中生物教學(xué)實(shí)踐,以及學(xué)生的實(shí)際情況,在課堂上進(jìn)行實(shí)踐教學(xué),提出相關(guān)實(shí)施策略。旨在希望這些策略能對高中生物課堂教學(xué)中邏輯思維的滲透培養(yǎng)具有一定的實(shí)踐意義。因此,本文通過在高中生物課堂上實(shí)施比較教學(xué)實(shí)踐,探討培養(yǎng)學(xué)生邏輯思維能力的有效方法和途徑。不包括緒論和小結(jié),本文還有五個部分,摘要如下。1、文獻(xiàn)綜述部分給出了邏輯思維的界定,詳細(xì)闡述了邏輯思維的概念、相關(guān)特征等。高中生物教學(xué)大綱、高中生物新課程標(biāo)準(zhǔn)為教學(xué)實(shí)踐指引了方向�；诂F(xiàn)代教學(xué)論的理念,如皮亞杰的認(rèn)知發(fā)展學(xué)習(xí)、加涅的信息加工學(xué)習(xí)、布魯納的認(rèn)知發(fā)現(xiàn)學(xué)習(xí)為培養(yǎng)學(xué)生邏輯思維打下基礎(chǔ)。2、高中生物教學(xué)對學(xué)生邏輯思維培養(yǎng)現(xiàn)狀調(diào)查與分析部分,在執(zhí)行過程中主要采用問卷調(diào)查法對教師和不同年級的學(xué)生進(jìn)行調(diào)查研究。調(diào)查發(fā)現(xiàn),生物教師在培養(yǎng)學(xué)生邏輯思維能力方面有一定的欠缺,而原因來自社會、學(xué)校、家庭等多方面的因素。本研究提出了相關(guān)問題和意見,為后文進(jìn)行實(shí)踐指引方向。3、高中生邏輯思維現(xiàn)狀調(diào)查與分析部分,主要采用問卷調(diào)查法,對比同一學(xué)校不同年級的區(qū)別,同一年級不同班級與性別進(jìn)行分析,從多方面分析了產(chǎn)生區(qū)別的原因。4、高中生物教學(xué)中邏輯思維培養(yǎng)的實(shí)踐研究部分,采用等組分類教學(xué)進(jìn)行課堂實(shí)踐,研究了在高中生物教學(xué)中如何培養(yǎng)邏輯思維。5、高中生物教學(xué)中培養(yǎng)邏輯思維的途徑和方法部分,在長期的實(shí)踐中,學(xué)生的邏輯思維能力慢慢的出現(xiàn)差異,通過這些差異提出了相關(guān)策略。這些策略包括了學(xué)生、教師、學(xué)校均需要注意的地方。邏輯思維的培養(yǎng)不僅僅是教師的責(zé)任,學(xué)生、學(xué)校在培養(yǎng)邏輯思維過程中都應(yīng)當(dāng)積極配合,主動探究,共同完成。邏輯思維的培養(yǎng)不是一蹴而就的,是一個相對漫長的過程。在本次比較實(shí)踐教學(xué)中,學(xué)生的邏輯思維能力有一定的提升�？墒�,不足之處仍有很多。今后教學(xué)中還需要不斷的探索,尋找更好的培養(yǎng)邏輯思維的方法、途徑,為我國的教育貢獻(xiàn)出綿薄之力。
[Abstract]:Logical thinking is one of the advanced forms in the development of human thinking. The high school students' mind tends to mature and stabilize gradually. In order to cultivate innovative talents who can adapt to the society, we should pay attention to the cultivation of students' logical thinking from the high school stage. The carrier of this training is school curriculum education. Among them, biology itself has a strong logic, biology teachers in the biology classroom to cultivate students' logical thinking is duty-bound. Based on the new curriculum standard and syllabus of biology teaching in senior high school, this paper explores how to train students' logical thinking ability in biology teaching in senior high school. At the same time, combining the practice of biology teaching in senior high school and the actual situation of the students, the author carries out practical teaching in the classroom and puts forward the relevant implementation strategies. It is hoped that these strategies will be of practical significance to the infiltration and cultivation of logical thinking in senior high school biology classroom teaching. Therefore, through the practice of comparative teaching in senior high school biology classroom, this paper discusses the effective ways and means of cultivating students' logical thinking ability. Not including the introduction and summary, there are five parts in this paper, the summary is as follows: 1. In the literature review part, the definition of logical thinking is given, and the concept and relevant characteristics of logical thinking are elaborated in detail. The biology syllabus of senior high school and the new curriculum standard of high school biology show the direction of teaching practice. Based on the ideas of modern teaching theory, such as Piaget's cognitive development learning, Gagne's information processing learning, Bruner's cognitive discovery learning lays a foundation for the cultivation of students' logical thinking. In the process of implementation, questionnaires are mainly used to investigate teachers and students of different grades. It is found that biology teachers have some shortcomings in cultivating students' logical thinking ability, and the reasons come from social, school, family and other factors. This research has put forward the related questions and opinions, for the following article carries on the practice direction. 3, the high school student logical thought present situation investigation and the analysis part, mainly uses the questionnaire survey method, contrasts the same school different grade difference, Different classes and genders of the same grade are analyzed, the reasons for the difference are analyzed from many aspects. The practical research part of logical thinking cultivation in biology teaching in senior high school is studied, and the classroom practice is carried out by using the same group classification teaching. This paper studies how to train logical thinking in biology teaching in senior high school, and the ways and methods of cultivating logical thinking in biology teaching in senior high school. In the long term practice, the students' logical thinking ability is gradually different. Through these differences, the related strategies are put forward. These strategies include what students, teachers and schools need to pay attention to. The cultivation of logical thinking is not only the responsibility of teachers, but also that students and schools should cooperate actively, explore actively and accomplish it together. The cultivation of logical thinking is not accomplished overnight, it is a relatively long process. In this comparative practice teaching, students' logical thinking ability has been improved. However, there are still many shortcomings. In the future, we still need to explore and find a better way to cultivate logical thinking in order to contribute a lot to our country's education.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91

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本文編號：1970603