中学生物教学中师生互动教学模式的探讨
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摘要
在基础教育课程改革正在实践中不断深化的今天,要求教师在教学过程中必须努力遵循教育学、心理学和学科教学理论的基本思想和基本原理,并以此指导自己的教学过程,以达到最佳的教学效果。现代教学理论倡导课堂教学方法的选择体现人本精神,发现人的价值,发挥人的潜能,发展人的个性,应尊重、关心、理解、信任学生;应突出学生的主体地位。在教育过程中,教师的角色不再是知识的占有者和传递者,而应该是学生学习的促进者、组织者和指导者;教学过程不再是单向地、机械地传递知识的过程,而应该是师生交往,共同发展的互动过程。
本文从理论上论述了互动教学的概念及其理论基础,对国内外互动教学的研究及应用现状进行了文献综述,并结合具体案例探讨了互动教学在生物教学中的优势和特点。互动式教学是一种强调教师与学生、学生与学生以及师生与教学环境、教学材料之间的相互联系、相互协调、相互影响,注重学生的创造性思维与实践能力培养的教学方式。互动教学方式有利于激发学生的学习积极性,转变学生的学习方式,有助于提高学生的学习能力和基本科学素养。互动教学方式能促进学生发展思维、改进学生的学习方式,这也是时代对于基础教育的要求。
With the curriculum reform of basic education increasingly deepening,,middle school teachers are required to follow the basic ideology and principles of pedagogy,psychology and other teaching theories,which guide their own teaching process to achieve the best teaching results.. Modern teaching theory advocates such teaching methods that embody people oriented, find the value of people, develop human potential and personality. Above all , teachers should place the students in the centre of teaching process by showing respect, care and trust to them. In addition, teachers are no longer the possessors and passers of knowledge but the promotes, organizers and instructors. And teaching is no longer a one-way process that transfers knowledge mechanically, but an interactive one that emphasizes teacher-student exchanges and joint development.
This paper discusses the concept and theoretical basis of an interactive teaching. The paper has a literature review about the current research and application of the theory. It explores the advantages and characteristics of the application of the theory in the teaching process of biology by showing some specific cases. Interactive teaching is a teaching method that stresses the mutuality, coordination and influence. Besides, it attaches importance to developing the students` creative thinking and practice ability. Interactive teaching methods contribute to arousing the students` enthusiasm of learning, transferring their learning strategies, improving their ability to gain information and promoting them to develop thinking and better learning styles, which is also the requirements of current basic education.
本文从理论上论述了互动教学的概念及其理论基础,对国内外互动教学的研究及应用现状进行了文献综述,并结合具体案例探讨了互动教学在生物教学中的优势和特点。互动式教学是一种强调教师与学生、学生与学生以及师生与教学环境、教学材料之间的相互联系、相互协调、相互影响,注重学生的创造性思维与实践能力培养的教学方式。互动教学方式有利于激发学生的学习积极性,转变学生的学习方式,有助于提高学生的学习能力和基本科学素养。互动教学方式能促进学生发展思维、改进学生的学习方式,这也是时代对于基础教育的要求。
With the curriculum reform of basic education increasingly deepening,,middle school teachers are required to follow the basic ideology and principles of pedagogy,psychology and other teaching theories,which guide their own teaching process to achieve the best teaching results.. Modern teaching theory advocates such teaching methods that embody people oriented, find the value of people, develop human potential and personality. Above all , teachers should place the students in the centre of teaching process by showing respect, care and trust to them. In addition, teachers are no longer the possessors and passers of knowledge but the promotes, organizers and instructors. And teaching is no longer a one-way process that transfers knowledge mechanically, but an interactive one that emphasizes teacher-student exchanges and joint development.
This paper discusses the concept and theoretical basis of an interactive teaching. The paper has a literature review about the current research and application of the theory. It explores the advantages and characteristics of the application of the theory in the teaching process of biology by showing some specific cases. Interactive teaching is a teaching method that stresses the mutuality, coordination and influence. Besides, it attaches importance to developing the students` creative thinking and practice ability. Interactive teaching methods contribute to arousing the students` enthusiasm of learning, transferring their learning strategies, improving their ability to gain information and promoting them to develop thinking and better learning styles, which is also the requirements of current basic education.
引文
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[2]毛新勇、孙长根.建构主义教学对教师和学生的影响[J].《上海教育》,1999,1,16-17.
[3]肖川.从建构主义学习观论学生的主体性发展[J].《教育研究与实验》,1998,4,13-14.
[4]张德.心理学[M].东北师范大学出版社,1993,378-380。
[5][6]陈奎熹.教育社会学研究[M].台北:师大书苑有限公司,1992.155-156,137-138.
[7]吴康宁.教育社会学[M].北京:人民教育出版社,1998.
[8]吴永军等.我国小学课堂交往时间的社会学分析[J].上海教育科研,1995,(5).
[9]吴康宁等.课堂教学的社会学研究[J].教育研究,1997,(2).
[10]王家瑾.从教与学的互动看优化教学的设计与实践[J].教育研究,1997,(1).
[11]教育部.生物课程标准[S].人民教育出版社,2003.4。
[12]教育部.生物课程标准解读[S].北京师范大学出版社,2002.6。
[13]潘景峰.基础教育课程改革提要[M].吉林教育出版社,2001.10。
[14]苏科庚.让学生参与到教学中来[J].生物学教学, Vol.30 No.1,2005.1,6—8。
[15]孟浪. 为了学生的终身发展[J].中学生物学, Vol.21 No.3,,2005.3,63--64。
[16]楚尊芹.搭建学生自主学习的平台[J].中学生物学,Vol.21 No.3,2005.3,14—15。
[17]许瑞芬.生物学课堂教学中的情境创设[J].生物学教学,Vol.29 No.10,2004.10,22—23。
[18]张春宇.以全新的教学理念用好高中生物教材[J].生物学教学,Vol.29 No.6,2004.6,33。
[19]李龙英.建构主义教学方法的探究和启示[J].生物学教学,Vol.29 No.5,2004.5,28—30。
[20]许雅芬.生物学教学中实施快乐教学的探索[J]. 生物学教学,Vol.29 No.11,2004.11,18—20。
[21]李贵玲.谈新课程下生物学课堂教学的融合与统一[J].生物学教学, Vol.29 No.9,2004.9,13—15。
[22]耿英姿.师生互动的群体效应[J].生物学教学,Vol.29 No.1,2004.1,48—49。
[23]张祥沛.谈中学生物学教学的个性化[J].生物学教学,Vol.29 No.2,2004.2,10—11。
[24]揭恺.科学课程改革中的三点反思[J]. 生物学教学, Vol.29 No.12,2004.12,28—29。
[25]萧宗六.学校管理学[M],北京:人民教育出版社,2000.3,227—248。
[26]柳海民.教育原理[M],长春:东北师范大学出版社,2000.7,87—95。
[27]路海东.教育心理学[M],长春:东北师范大学出版社,2002.4,76—83。
[28]李天鹰、 赵宏义.教育学[M],长春:东北师范大学出版社,1995.6,120—130。
[29]张德.心理学[M],长春:东北师范大学出版社,1993.10,181—188。
[30]杨为康.在教学中培养学生自主学习和自主发展[J].生物学教学,Vol.29 No.1,2004.1,48—49。
[31]张贞瑜.让学生在兴趣中开发潜能[J].生物学教学, Vol.29 No.7,2004.7,8—9。
[32]Andrew Lfeig. Challenge your teaching . Nature Structural&Molecular Biology,2004,16~19。
[33]Harwood W.S.An activity model for scientific inquiry. The Science Teacher,2004,44~46。
[34]Kendall Powell . Those who teach.learn, Nature,425。
[35]Barbara Duch.Susan Gron,Deborah Allen.The Power of Problem—Based Learning ,Stylus Publishing,LLC,2001。
[36]Jossen DH,Tesser M,Hannum W.Task analysis methods for instructional design.New Jersey:Lawrence Erlbaum Associate Inc,1999,27~31。
[37]Kendall Powell .Science education:Spare me the lecture, Nature,234~236