高中生物探究性实验教学的现状与反思——以甘肃省为例
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摘要
结合人教版生物必修教材,对甘肃省50所普通高中生物探究性实验教学进行了调查,结果表明:教材必修模块探究性实验开出率较低;教师对探究性实验教学缺乏必要的准备;教师习惯性地按照教材中呈现的实验过程来组织教学;教师在实验教学过程中对学生能力的培养有所偏重;对探究性实验的评价以"终结性纸笔测验"方式为主。针对以上问题,从加大资源配置、提升教师个人能力、完善教材编写、完善课程评价体系等方面提出对策与建议。
By combining the compulsory biology textbook with teaching, this paper investigates the biology exploratory experimental teaching of 50 senior high schools in Gansu Province. The results show that the opening rate of the exploratory experiments is low, that teachers are lack of necessary preparations for exploratory experiments, that teachers habitually organizes the teaching according to the exploratory experimental process presented in the text, that teachers have a biased emphasis on the cultivation of the students' ability in the process of exploratory experiment teaching, and that the evaluation of the exploratory experiment teaching is mainly based on the"final paper and pencil test". In response to the above problems, we should increase resource allocation, develop teachers' individual abilities, improve textbook writing and perfect curriculum evaluation system.
By combining the compulsory biology textbook with teaching, this paper investigates the biology exploratory experimental teaching of 50 senior high schools in Gansu Province. The results show that the opening rate of the exploratory experiments is low, that teachers are lack of necessary preparations for exploratory experiments, that teachers habitually organizes the teaching according to the exploratory experimental process presented in the text, that teachers have a biased emphasis on the cultivation of the students' ability in the process of exploratory experiment teaching, and that the evaluation of the exploratory experiment teaching is mainly based on the"final paper and pencil test". In response to the above problems, we should increase resource allocation, develop teachers' individual abilities, improve textbook writing and perfect curriculum evaluation system.
引文
[1]刘恩山.中学生物学教学论[M].北京:高等教育出版社,2009.
[2]陈继贞,张祥沛,曹道平.生物学实验教学研究[M].北京:科学出版社,2008.
[3]Joseph J. Schwab. The Teaching of Science as Enquiry[M].Harvard University Press, Cambridge, Massachusetts, 1962.
[4]郑春和.浅谈高中生物学的探究性实验(1)[J].生物学通报,2003(9).
[5]郑春和.浅谈高中生物学的探究性实验(2)[J].生物学通报,2003(10).
[6]陈琴,庞丽娟.科学探究:本质、特征与过程的思考[J].教育科学,2005(1).
[7]王飞,陈娇,郝雪,等.生物学教师在实验教学中开展“日常化研究”的两种途径[J].生物学通报,2017(6).
[8]教育部.普通高中生物学课程标准(2017年版)[M].北京:人民教育出版社,2018.
[9]吴成军.清末、民国时期的生物学课程标准和教科书中的实验特点分析及启示[J].课程·教材·教法,2014(9).
[2]陈继贞,张祥沛,曹道平.生物学实验教学研究[M].北京:科学出版社,2008.
[3]Joseph J. Schwab. The Teaching of Science as Enquiry[M].Harvard University Press, Cambridge, Massachusetts, 1962.
[4]郑春和.浅谈高中生物学的探究性实验(1)[J].生物学通报,2003(9).
[5]郑春和.浅谈高中生物学的探究性实验(2)[J].生物学通报,2003(10).
[6]陈琴,庞丽娟.科学探究:本质、特征与过程的思考[J].教育科学,2005(1).
[7]王飞,陈娇,郝雪,等.生物学教师在实验教学中开展“日常化研究”的两种途径[J].生物学通报,2017(6).
[8]教育部.普通高中生物学课程标准(2017年版)[M].北京:人民教育出版社,2018.
[9]吴成军.清末、民国时期的生物学课程标准和教科书中的实验特点分析及启示[J].课程·教材·教法,2014(9).