高中生物课堂学案教学的研究
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摘要
新课程提倡积极构建以学生为主体的课堂教学结构,转变教学方式,提高课堂教学效益,课堂教学研究是课改研究为主流的发展方向。传统的教案教学普遍存在两种倾向：一是教学的单向性,二是教案的封闭性。本课题试图从高中生物教学出发,改变传统的课堂教学模式入手,以学案的研究为重点,来探索高中生物新课程教学中实施学案教学的策略。
研究过程采用了文献法、行动研究法、实验法、调查法和访谈法等方法,首先对国内一些开展学案制教学的案例进行分析,如杜郎口课堂模式、洋思课堂模式等,然后确定以温岭二中部分班级为高中生物课堂学案教学的实验班级,实施高中生物课堂学案教学的教学实践,对高中生物课堂学案的编制和运用进行研究,开展示范教学,讨论改进方法,设计并实施课堂学案的问卷调查、师生座谈会、学生的学习态度、学生学业成绩分析、教师发展情况等进行了学案教学实施前后对比分析等实践探索,通过构建高中生物学案教学,激发学生学习兴趣,突出学生主体性,自主探究性,培养学生的创新精神和实践能力,提高生物课堂教学有效性。
本研究的结果表明,通过课堂学案既能提高教学质量,又能减轻学习负担,用合理的时间取得较大的成效。高中生物学案教学遵循了“以人为本”的教学原则,迎合当前新课改的要求,在课堂教学的过程中对于发挥学生的主体作用,发展学生的自学和探究能力是有着积极作用的,教师从学案编制、运用过程中,教学的理论水平和业务素质均有明显提高。
通过实践,不仅总结了学案编制和运用的基本流程、原则和误区等,也发现了学案编制中的布白设计,学案编制和学案批阅中的教师留言等的重要性,结合非智力因素的激发能促进学习的主动性、积极性,不断激发学生求知欲和探索精神。
但在研究中也存在不少困惑,如何让学生参与学案的设计,使学案能够更好地适应学生的实际需要,如何学案的编制及使用最优化,教师控制学案交流的规模和频率,如何提高教师对课堂的调控能力,从而提高学案教学的有效性,还需要不断的探索。
通过对高中生物课堂学案教学的研究,不仅落实了高中生物新课程改革的精神,也为一线的高中生物学教师的教学创新提供一定的借鉴和参考。
The new curriculum advocated that constructs positively take the student as the main body classroom instruction structure, the transformation teaching way, raises the classroom instruction benefit, the classroom instruction research is the class changes the research for the mainstream development direction. The traditional lesson plan teaching has two kind of tendency generally:First, teaching unidirectivity; second, lesson plan closeness. This topic attempts from the high school biology teaching to embark, the change tradition's classroom instruction pattern obtains, take studies the document the research as the key point, explores in the high school biology new curriculum teaching the implementation study document teaching strategy.
The research process has used methods and so on literature law, motion methodology, cut-and-try method, survey procedure and interview law, first carries on the analysis to the domestic some development study document system teaching's case, if Du Langkou the classroom pattern, the ocean thinks of the classroom pattern and so on, then determination take the Wenling two partial classes and gradees as high school biology classroom study document teaching experiment class and grade, implementation high school biology classroom study document teaching teaching practice, conduct the research to the high school biology classroom study document's establishment and the utilization, develops the demonstration teaching, the discussion corrective method, designs and implements the classroom study document the questionnaire survey, the teachers and students symposium, student's study manner, the student academic achievement analysis, the teacher state of play and so on have carried on study around the document teaching implementation practice explorations and so on contrastive analysis, through the construction high school biology document teaching, stimulates the student to study the interest, prominent student independent, the independent zetetic, raises student's innovative spirit and the practical ability, enhances the biology classroom instruction validity.
This research's result indicated that both can improve the quality of teaching through the classroom study document, and can lighten the study burden, makes the big progress with the reasonable time. The high school biology document teaching has followed "humanist" the teaching principles, cater to the request which the current new class changes, regarding plays student's main body role in classroom instruction's process, develops student's studying independently has the positive role with the inquisition ability, the teacher from study the document establishment, the utilization process, the teaching theoretical level and the professional quality has the distinct enhancement.
Through practice, not only summarized study the document establishment and the utilization basic flow, the principle and the erroneous zone and so on, also had discovered study in the document establishment's cloth white design, studies the document establishment and study the document reviews the teacher message and so on importance, unifies the non-intelligence factor the excitation energy promotion study initiative, the enthusiasm, stimulates the student intellectual curiosity and the exploration spirit unceasingly.
But also exists in the research many puzzled, how to let the student participation study document the design, enables study the document to meet student's actual need well, how to study the document the establishment and the use optimization, the teacher control study document exchange's scale and do the frequency, how enhance the teacher to the classroom regulative ability, thus enhancement study document teaching validity, but also needs the unceasing exploration.
Through to high school biology classroom study document teaching research, not only has carried out the high school biology new curriculum reform spirit, is also a high school biology teacher's teaching innovation provides certain model and refers.
研究过程采用了文献法、行动研究法、实验法、调查法和访谈法等方法,首先对国内一些开展学案制教学的案例进行分析,如杜郎口课堂模式、洋思课堂模式等,然后确定以温岭二中部分班级为高中生物课堂学案教学的实验班级,实施高中生物课堂学案教学的教学实践,对高中生物课堂学案的编制和运用进行研究,开展示范教学,讨论改进方法,设计并实施课堂学案的问卷调查、师生座谈会、学生的学习态度、学生学业成绩分析、教师发展情况等进行了学案教学实施前后对比分析等实践探索,通过构建高中生物学案教学,激发学生学习兴趣,突出学生主体性,自主探究性,培养学生的创新精神和实践能力,提高生物课堂教学有效性。
本研究的结果表明,通过课堂学案既能提高教学质量,又能减轻学习负担,用合理的时间取得较大的成效。高中生物学案教学遵循了“以人为本”的教学原则,迎合当前新课改的要求,在课堂教学的过程中对于发挥学生的主体作用,发展学生的自学和探究能力是有着积极作用的,教师从学案编制、运用过程中,教学的理论水平和业务素质均有明显提高。
通过实践,不仅总结了学案编制和运用的基本流程、原则和误区等,也发现了学案编制中的布白设计,学案编制和学案批阅中的教师留言等的重要性,结合非智力因素的激发能促进学习的主动性、积极性,不断激发学生求知欲和探索精神。
但在研究中也存在不少困惑,如何让学生参与学案的设计,使学案能够更好地适应学生的实际需要,如何学案的编制及使用最优化,教师控制学案交流的规模和频率,如何提高教师对课堂的调控能力,从而提高学案教学的有效性,还需要不断的探索。
通过对高中生物课堂学案教学的研究,不仅落实了高中生物新课程改革的精神,也为一线的高中生物学教师的教学创新提供一定的借鉴和参考。
The new curriculum advocated that constructs positively take the student as the main body classroom instruction structure, the transformation teaching way, raises the classroom instruction benefit, the classroom instruction research is the class changes the research for the mainstream development direction. The traditional lesson plan teaching has two kind of tendency generally:First, teaching unidirectivity; second, lesson plan closeness. This topic attempts from the high school biology teaching to embark, the change tradition's classroom instruction pattern obtains, take studies the document the research as the key point, explores in the high school biology new curriculum teaching the implementation study document teaching strategy.
The research process has used methods and so on literature law, motion methodology, cut-and-try method, survey procedure and interview law, first carries on the analysis to the domestic some development study document system teaching's case, if Du Langkou the classroom pattern, the ocean thinks of the classroom pattern and so on, then determination take the Wenling two partial classes and gradees as high school biology classroom study document teaching experiment class and grade, implementation high school biology classroom study document teaching teaching practice, conduct the research to the high school biology classroom study document's establishment and the utilization, develops the demonstration teaching, the discussion corrective method, designs and implements the classroom study document the questionnaire survey, the teachers and students symposium, student's study manner, the student academic achievement analysis, the teacher state of play and so on have carried on study around the document teaching implementation practice explorations and so on contrastive analysis, through the construction high school biology document teaching, stimulates the student to study the interest, prominent student independent, the independent zetetic, raises student's innovative spirit and the practical ability, enhances the biology classroom instruction validity.
This research's result indicated that both can improve the quality of teaching through the classroom study document, and can lighten the study burden, makes the big progress with the reasonable time. The high school biology document teaching has followed "humanist" the teaching principles, cater to the request which the current new class changes, regarding plays student's main body role in classroom instruction's process, develops student's studying independently has the positive role with the inquisition ability, the teacher from study the document establishment, the utilization process, the teaching theoretical level and the professional quality has the distinct enhancement.
Through practice, not only summarized study the document establishment and the utilization basic flow, the principle and the erroneous zone and so on, also had discovered study in the document establishment's cloth white design, studies the document establishment and study the document reviews the teacher message and so on importance, unifies the non-intelligence factor the excitation energy promotion study initiative, the enthusiasm, stimulates the student intellectual curiosity and the exploration spirit unceasingly.
But also exists in the research many puzzled, how to let the student participation study document the design, enables study the document to meet student's actual need well, how to study the document the establishment and the use optimization, the teacher control study document exchange's scale and do the frequency, how enhance the teacher to the classroom regulative ability, thus enhancement study document teaching validity, but also needs the unceasing exploration.
Through to high school biology classroom study document teaching research, not only has carried out the high school biology new curriculum reform spirit, is also a high school biology teacher's teaching innovation provides certain model and refers.
引文
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①郑海光.新课程初中地理研究性学习有效评价案例研究[J].中学地理教学参考,2009(1-2)：68.
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[1]吴相饪,刘恩山.普通高中课程标准课程实验教科书生物学(必修1)教师教学用书[M].杭州：浙江科学技术出版社.2007.1.
[2]翟荣俊.新课程背景下高中数学教学由教案走向学案的研究[EB／OL].http://www.lsgz.net/uploadfile/2008121093554249.doc,2008-12-10/2009-01一18.
[3]罗连喜.“学案”教学法在历史教学中的应用[J].政史地教学与研究,2008(46)：184.
[4]曹敬蓉.“学案导学”教学模式在中学语文教学中的实践与思考[J].希望月报.2008(05)：29.
[5]车君成.洋思经验学习总结[EB／OL].http：//www.cdxjyj.com／n4764.aspx,2009-04-05／2009-04-15.
[6]庄明霞.学习洋思中学教学经验有感[EB／OL].http://www.xizuo.com/yingyujiaoshibokejingxuan,2008-04-16/2008-12-15.
[7]王凤祥.东庐中学讲学稿教学模式介绍[DB／OL].http://www.hzbysyzx.com/attachment/2009327135721.htm,2009-04-01/2008-01-11.
[8]黄晓东.面向学生的“学案”教学法研究[EB／OL].http:／／www.jxjyxxw.com／jxkyl／a007.asp,2005-11-17／2008-01-12.
[9]肖卿贤.互动式“学案”教学法[EB／OL].http:／／www.k12zy.com/word／17/40／174076.htm,2003-10-29/2008-01-20.
[10]灵石二中.腾飞的灵石二中[EB／OL]http:／／www.lsd2zx.cn/page/intro／,2009-03-17 /2009-03-28.
[11]教科室.学案编写中如何体现学生个性差异的研究[EB／OL].http:／／www.tcssygz.cn/xnpd/View.aspx?id=369,2009-03-27/2009-03-28.
[12]赵修瑞.“语文学案教学模式”研究[EB／OL].http:／／www.bjkecheng.cn/news_8486.html,2009-04-13/2009-03-28.
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