案例教学在初中生物教学中的应用
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摘要
本文系统阐述了案例教学的含义,案例教学法的生物学科优势,初中生物案例教学现状及存在的问题,案例教学在初中生物教学中应用,验证在初中生物教学中使用案例教学的效果,从而说明在中学生物学教学中大力开展案例教学的可行性。
通过在初中生物教学中尝试进行案例教学的实验研究,构建了以学生为中心,以学生主体实践活动为主,以培养学生创新素质,特别是创新精神和创新能力为基本价值取向的课堂案例教学方式。把使用案例教学与使用常规教学两种方法在不同班级的学生中进行实验对比,通过对学生实验前后的统计分析:前测中,不论是重点班的实验组和对照组,还是普通班的实验组和对照组考试平均分差异不显著、优秀率和及格率变化不大。后测中,重点班的实验组与对照组平均分有显著性差异;普通班的实验组与对照组的平均分有显著性差异;两个实验组的优秀率和及格率都得到了提高,教学效果显著。实践结果充分证明了案例教学的实践价值。案例教学方式有利于改革传统概念教学方式;有利于学生学习生物的兴趣提高、学生能力的提高、学生成绩的提高;有利于学生学会学习与探索、学会交流与合作、学会应用与创新。
This paper described the meaning of the case teaching method﹐advantages of the case teaching in biological disciplines﹐present situation and problems of the case teaching, applications of the case teaching in the teaching of biology in junior middle school, the effectiveness of the case teaching in junior middle school biology teaching,which can prove that it’s feasible to carry out the case teaching in biology teaching in junior middle schools.
By attempting to do experimental study about the case teaching of biology in junior high school we form the teaching method of students center, the main focus of students practice, and the aim of training students the quality of innovation, in particular the innovative spirit and ability ,which are the basic values of classroom teaching .we contrast two classes that are taught in case teaching method and in conventional teaching way .The statistical analyses are that, in the Pre-test, regardless of experimental group or control group in the focused class, or experimental group or control group in the ordinary class, the examinations average are not significantly different, outstanding rates and passing rates do not change. In the later test, in the focus class, experimental group contrasted with the control group, the average are significant different, In the ordinary class, experimental group contrasted with the control group, the average is of a very significant difference, outstanding rates and passing rates do changer, teaching effect is remarkable. Practice has fully proved that the results of the case teaching practice. Case Teaching way is useful to reform the traditional concept of teaching methods, is useful to improve students’interest , ability and marks. It is also useful to help students learn how to learn and explore, learn how to exchange and cooperate, learn application and innovation.
通过在初中生物教学中尝试进行案例教学的实验研究,构建了以学生为中心,以学生主体实践活动为主,以培养学生创新素质,特别是创新精神和创新能力为基本价值取向的课堂案例教学方式。把使用案例教学与使用常规教学两种方法在不同班级的学生中进行实验对比,通过对学生实验前后的统计分析:前测中,不论是重点班的实验组和对照组,还是普通班的实验组和对照组考试平均分差异不显著、优秀率和及格率变化不大。后测中,重点班的实验组与对照组平均分有显著性差异;普通班的实验组与对照组的平均分有显著性差异;两个实验组的优秀率和及格率都得到了提高,教学效果显著。实践结果充分证明了案例教学的实践价值。案例教学方式有利于改革传统概念教学方式;有利于学生学习生物的兴趣提高、学生能力的提高、学生成绩的提高;有利于学生学会学习与探索、学会交流与合作、学会应用与创新。
This paper described the meaning of the case teaching method﹐advantages of the case teaching in biological disciplines﹐present situation and problems of the case teaching, applications of the case teaching in the teaching of biology in junior middle school, the effectiveness of the case teaching in junior middle school biology teaching,which can prove that it’s feasible to carry out the case teaching in biology teaching in junior middle schools.
By attempting to do experimental study about the case teaching of biology in junior high school we form the teaching method of students center, the main focus of students practice, and the aim of training students the quality of innovation, in particular the innovative spirit and ability ,which are the basic values of classroom teaching .we contrast two classes that are taught in case teaching method and in conventional teaching way .The statistical analyses are that, in the Pre-test, regardless of experimental group or control group in the focused class, or experimental group or control group in the ordinary class, the examinations average are not significantly different, outstanding rates and passing rates do not change. In the later test, in the focus class, experimental group contrasted with the control group, the average are significant different, In the ordinary class, experimental group contrasted with the control group, the average is of a very significant difference, outstanding rates and passing rates do changer, teaching effect is remarkable. Practice has fully proved that the results of the case teaching practice. Case Teaching way is useful to reform the traditional concept of teaching methods, is useful to improve students’interest , ability and marks. It is also useful to help students learn how to learn and explore, learn how to exchange and cooperate, learn application and innovation.
引文
1. 郑金洲.案例教学指南[M].上海:华东师范大学出版社,2000. 7.
2. 张奎明.美国教师教育中案例方法的应用和研究[J]. 高等师范教育研究,1997, (2):47
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4. 翟文宪.案例教学初探[J].课程·教材·教法,1996 (1):57- 59.
5. 陈志远. 中国酸雨发展趋势及控制对策[M].北京: 中国科学技术出版社,1992
6. 汪忠,《生物课程标准》中的案例[J]江苏南京师范大学生命科学学院(210097)。2002 年第 3 期
7. 史美兰.体会哈佛案例教学[J].国家行政学院学报,2005(2).
8. 唐世纲.论案例教学的实施及功用[J].教学与管理,2005(2).
9. 何伟威,张丽华.案例教学法及其在会计专业教学中的应用[J].边疆经济与文化,2005,22(1):25-29
10. 徐延宇. 案例教学及其运用[D]. 湖南师范大学 , 2002
11. 但武刚.公共教育学教学中的“案例教学法”探微[J].课程·教材·教法,2000 (1): 46- 49
12. 孔春生. 中学生物案例教学研究[D]. 华中师范大学 , 2003
13. 徐延宇. 案例教学及其运用[D]. 湖南师范大学 , 2002
14. 季诚均.高师教育学教学中案例方法的运用[J].课程·教材·教法,1998(7): 51--55
15. 李忠如.试论课堂教学案例的基本理论和实践[ J],教育理论与实践,2001( 4).
16. 习李伟等,新课程标准下数学教师要作一些质的研究[J],安徽教育学院学报,2003
17. 孔凡哲,新课程典型课实例与点评[M],东北师范大学山版社,2003
18. 颜青山.为什么摩尔根没有想到?从基因调控到发育遗传「J].自然辩证法通讯,1999,6:39-47.
19. 朱立.案例教学法探析.云南财贸学院学报,2003(6): 20
20. 陈炳飞.地理案例教学的操作策略.教学与管理,2002(8): 63
21. 周新华.“案例教学”的实践与思考.上海教育科研,2002(3) :34
22. 习任布君,蒋雪微.实施案例教学法的方法和步骤.生物学教学,2003(11):56
23. 杨晓英.谈生物教学中的案例教学.中学生物学,2005(2): 22
24. 高培英.课程改革与案例教学.中学地理教学参考,2002 (1-2) :12-15
25. 张家军,靳玉乐.论案例教学的本质与特点.中国教育报,2004(1):48
2. 张奎明.美国教师教育中案例方法的应用和研究[J]. 高等师范教育研究,1997, (2):47
3. 郑金洲.案例教学:教师专业发展的新途径[J].教育理论与实践,2002,22 (7):36- 41.
4. 翟文宪.案例教学初探[J].课程·教材·教法,1996 (1):57- 59.
5. 陈志远. 中国酸雨发展趋势及控制对策[M].北京: 中国科学技术出版社,1992
6. 汪忠,《生物课程标准》中的案例[J]江苏南京师范大学生命科学学院(210097)。2002 年第 3 期
7. 史美兰.体会哈佛案例教学[J].国家行政学院学报,2005(2).
8. 唐世纲.论案例教学的实施及功用[J].教学与管理,2005(2).
9. 何伟威,张丽华.案例教学法及其在会计专业教学中的应用[J].边疆经济与文化,2005,22(1):25-29
10. 徐延宇. 案例教学及其运用[D]. 湖南师范大学 , 2002
11. 但武刚.公共教育学教学中的“案例教学法”探微[J].课程·教材·教法,2000 (1): 46- 49
12. 孔春生. 中学生物案例教学研究[D]. 华中师范大学 , 2003
13. 徐延宇. 案例教学及其运用[D]. 湖南师范大学 , 2002
14. 季诚均.高师教育学教学中案例方法的运用[J].课程·教材·教法,1998(7): 51--55
15. 李忠如.试论课堂教学案例的基本理论和实践[ J],教育理论与实践,2001( 4).
16. 习李伟等,新课程标准下数学教师要作一些质的研究[J],安徽教育学院学报,2003
17. 孔凡哲,新课程典型课实例与点评[M],东北师范大学山版社,2003
18. 颜青山.为什么摩尔根没有想到?从基因调控到发育遗传「J].自然辩证法通讯,1999,6:39-47.
19. 朱立.案例教学法探析.云南财贸学院学报,2003(6): 20
20. 陈炳飞.地理案例教学的操作策略.教学与管理,2002(8): 63
21. 周新华.“案例教学”的实践与思考.上海教育科研,2002(3) :34
22. 习任布君,蒋雪微.实施案例教学法的方法和步骤.生物学教学,2003(11):56
23. 杨晓英.谈生物教学中的案例教学.中学生物学,2005(2): 22
24. 高培英.课程改革与案例教学.中学地理教学参考,2002 (1-2) :12-15
25. 张家军,靳玉乐.论案例教学的本质与特点.中国教育报,2004(1):48