【摘要】：生物學(xué)是一門以觀察和實驗為基礎(chǔ)的學(xué)科,實驗是生物科學(xué)的靈魂。如何提高高中生物實驗課的教學(xué)質(zhì)量已成為基礎(chǔ)教育生物課程改革的熱點話題。反思性教學(xué)研究對提高教學(xué)質(zhì)量和促進教師專業(yè)發(fā)展具有重要的理論價值和實踐價值。本文主要對高中生物實驗的反思性教學(xué)進行四方面的研究:第一,通過研讀和分析相關(guān)的文獻資料,綜述了反思性教學(xué)的國內(nèi)外研究現(xiàn)狀、理論基礎(chǔ)、特征和意義,并嘗試提出了對反思性教學(xué)內(nèi)涵的看法。筆者認(rèn)為反思性教學(xué)是內(nèi)隱思維活動和外顯實踐活動的綜合表現(xiàn),其指教師作為教學(xué)主體,結(jié)合教師的教和學(xué)生的學(xué),以教育教學(xué)理論、教學(xué)活動、他人的教學(xué)經(jīng)驗以及教育的社會倫理道德意義為主要認(rèn)知對象,用批判的眼光對其進行積極、持續(xù)和周密地審視,從而努力提升教學(xué)實踐的合理化,促進教師自我專業(yè)發(fā)展的過程。第二,以自編式教師問卷對廣州市15所高中共132位高中生物教師進行了問卷調(diào)查和訪談,以了解高中生物實驗課實施反思性教學(xué)的現(xiàn)狀。結(jié)果表明:89.39%的高中生物教師具有較強的反思意識;78.79%的教師對反思性教學(xué)的理解和認(rèn)知比較全面;79%的教師能積極主動的在課前、課中、課后開展反思性教學(xué)工作;對教學(xué)價值、教學(xué)實踐和教學(xué)環(huán)境的反思水平總體較高。不同教齡、學(xué)歷、職稱、學(xué)校類別的教師在反思性教學(xué)認(rèn)知、內(nèi)容、層次、類型和策略上存在一定差異。但同時也存在一些問題:如7.57%的教師對知識價值的認(rèn)識較為片面;只有9.09%的教師會開展行動研究;反思性教學(xué)的途徑和方法單一化;學(xué)校的反思制度和反思氛圍以及教師自身所掌握的反思性教學(xué)知識和策略制約著反思水平的發(fā)展。第三,筆者根據(jù)調(diào)查現(xiàn)狀提出了提高高中生物教師實驗教學(xué)反思性教學(xué)能力的對策。一方面,學(xué)校和社會應(yīng)營造良好的反思環(huán)境和氛圍,健全相關(guān)制度,開展有效的教師培訓(xùn),為教師實施反思性教學(xué)創(chuàng)造有利的客觀條件。另一方面,教師應(yīng)有自覺反思的意識,加強學(xué)科專業(yè)知識、教育教學(xué)知識、實踐性知識的學(xué)習(xí)和積累,并靈活運用反思性教學(xué)策略,提高生物教學(xué)質(zhì)量。第四,筆者利用教育實習(xí)機會,在實驗課中展開了常規(guī)教學(xué)和反思性教學(xué)的對比實驗研究。結(jié)果表明:反思性教學(xué)策略是可行有效的。反思性教學(xué)能明顯提高學(xué)生學(xué)習(xí)生物實驗的積極性;能提高學(xué)生的分析問題、解決問題和實驗創(chuàng)新能力;能有效提高學(xué)生的生物學(xué)業(yè)成績;但不能提高學(xué)生學(xué)習(xí)生物實驗的興趣。
[Abstract]:Biology is a subject based on observation and experiment. Experiment is the soul of biological science. How to improve the teaching quality of biology experiment course in senior high school has become a hot topic in basic education biology curriculum reform. Reflective teaching research has important theoretical and practical value in improving teaching quality and promoting teachers' professional development. This paper mainly studies the reflective teaching of biology experiment in senior high school in four aspects: first, by reading and analyzing the relevant literature, the paper summarizes the current research situation, theoretical basis, characteristics and significance of reflective teaching at home and abroad. And try to put forward the reflection teaching connotation view. The author thinks that reflective teaching is the comprehensive manifestation of implicit thinking activity and explicit practice activity, which refers to the teacher as the main body of teaching, the combination of teacher's teaching and students' learning, and the teaching theory and teaching activity. The teaching experience of others and the social ethical and moral significance of education are the main cognitive objects, and they are examined positively, continuously and carefully with critical eyes, so as to improve the rationalization of teaching practice. The process of promoting teachers' self-professional development. Secondly, 132 senior high school biology teachers in 15 senior high schools in Guangzhou were investigated and interviewed by self-designed teacher questionnaire, in order to understand the current situation of reflective teaching in biology experiment course in senior high school. The results show that 89.39% of high school biology teachers have a strong sense of reflection, 78.79% of teachers have a comprehensive understanding and cognition of reflective teaching; 79% of the teachers can actively carry out reflective teaching before, during and after class, and the level of reflection on teaching value, teaching practice and teaching environment is generally higher. There are some differences in reflective teaching cognition, content, level, type and strategy among teachers of different teaching age, academic background, professional title and school type. However, there are also some problems: 7.57% teachers have a one-sided understanding of the value of knowledge, only 9.09% teachers will carry out action research, the ways and methods of reflective teaching are single. The school's reflective system and atmosphere as well as teachers' own reflective teaching knowledge and strategies restrict the development of reflective level. Thirdly, according to the investigation, the author puts forward some countermeasures to improve the reflective teaching ability of biology teachers in senior high school. On the one hand, schools and society should create a good environment and atmosphere for reflection, perfect relevant systems, carry out effective teacher training, and create favorable objective conditions for teachers to implement reflective teaching. On the other hand, teachers should be conscious of the consciousness of reflection, strengthen the study and accumulation of subject and specialty knowledge, educational and teaching knowledge and practical knowledge, and flexibly use reflective teaching strategies to improve the quality of biology teaching. Fourthly, the author makes use of the opportunity of educational practice to carry out the comparative experimental study of conventional teaching and reflective teaching in the experimental class. The results show that reflective teaching strategy is feasible and effective. Reflective teaching can obviously improve students' enthusiasm in learning biological experiments, improve students' ability to analyze problems, solve problems and experiment innovation, effectively improve students' academic achievement in biology. However, it can not improve the students' interest in studying biological experiments.
【學(xué)位授予單位】：廣州大學(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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