学案导学模式在高中生物教学的应用研究
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摘要
本课题研究在教学理论的指导下,结合教学实践,采用教学实验法、文献法和调查法,对“学案导学”模式在高中生物教学的应用进行研究。主要从以下三方面进行研究:
一是教学模式的内涵和当前国内外生物学主要教学模式的研究。教学模式的内涵包括理论基础、教学目标、操作程序、教学策略与实施条件、教学评价等五方面;国外影响较大的生物学教学模式主要有生物科学探究模式和STS教学模式两大类;国内生物学教学模式主有讲授与启发教学模式、自学与辅导教学模式、目标与掌握教学模式、探究与发现教学模式、活动与训练教学模式等五大类。
二是“学案导学”模式的内涵。“学案导学”模式理论基础包括建构主义学习理论、最近发展区学习理论、有意义学习理论和教学过程最优化理论;教学目标主要是通过学案优化学生的学习过程,让学生自主、合作、探究学习,养成良好的学习习惯,培养学生自学能力和创新精神,并对学生的学习过程进行评价和监控,提高教学效果。课堂教学过程包括:教师提出自学要求和学法指导、学生自学教材、分组讨论交流、精讲释疑、练习巩固;教学策略主要是发挥教师的主导作用,调动学生的积极性,发挥主体作用,在学案的指导下进行自学、讨论、释疑、练习,达成教学目标。教学评价采用形成性评价与终结性评价相结合,定性评价与定量评价相结合。
三是“学案导学”模式在高中生物教学的实验研究。通过半年的教学实践,证实“学案导学”模式有利于提高学生的学习兴趣,实现学习方式的转变,提高学生的自学能力、培养良好的学习习惯,对学习过程进行有效的监控,有效落实课程标准的理念,提高教学效果。
本课题的研究为变革生物学的传统教学,探索新的教学模式,改变生物学学习方式,提供理论和实践的指导,推动新课程高中生物教学的开展。
Guided by the teaching theories and combined with the teaching practice, this study focuses on the application of the model of " Learning-Plan-Teaching" in senior biology teaching by means of teaching experiments, bibliographies, surveys and so on. The study mainly covers the following three fields.
1.The concepts of teaching model and the main research on the biology teaching models home and abroad.
The concepts of teaching model includes fives aspects: its theoretical foundations, teaching aims, teaching processes, teaching strategies and conditions and teaching assessments. The most influential biology teaching models abroad are inquiry learning teaching model and STS teaching model while in our country the most popular ones are teacher-centered, students' self-study and teachers' assistance, target learning and inquiry and discovery.
2. The concepts of "Learning -Plan-teaching".
"Learning-Plan-Teaching" is theoretically based on constructivism, meaningful learning, optimization of teaching process and the recent research. The purpose of this model is to optimize students' learning process by means of learning plan, to develop their exploring ability and good learning habits and to cultivate their individual learning ability, cooperation spirit and creativity. Moreover, it aims at improving students' leaning efficiency by assessing and controlling their learning process. The processes of this teaching model include fives steps: teachers' guidance on students' self-learning and learning strategy, students' self learning, group discussing, difficulty-solving and practice and consolidation. In this teacher guided, students' centered model, students are encouraged to learn actively and autonomously. It's hoped that under the guidance of learning plan, students can self-learn, discuss, raise questions and practice and finally achieve their learning goals. Besides, summative assessment, formative assessment, testing assessment and non-testing assessment are also applied in this teaching model.
3. The experimental study on the model of "Learning-Plan-Teaching" in senior biology teaching.
After half a year's teaching experiments, the model of "Learning-Plan-Teaching" turned out effective. Students have become more interested in biology, changed their learning methods and formed the good learning habits. By effective master of the learning process, we effectively carried out the ideas of new curriculum reform and improved our teaching effect.
To sum up, this study offers some advice on how to change the traditional teaching methods and find out new models of teaching in order to drive forward our senior biology teaching.
一是教学模式的内涵和当前国内外生物学主要教学模式的研究。教学模式的内涵包括理论基础、教学目标、操作程序、教学策略与实施条件、教学评价等五方面;国外影响较大的生物学教学模式主要有生物科学探究模式和STS教学模式两大类;国内生物学教学模式主有讲授与启发教学模式、自学与辅导教学模式、目标与掌握教学模式、探究与发现教学模式、活动与训练教学模式等五大类。
二是“学案导学”模式的内涵。“学案导学”模式理论基础包括建构主义学习理论、最近发展区学习理论、有意义学习理论和教学过程最优化理论;教学目标主要是通过学案优化学生的学习过程,让学生自主、合作、探究学习,养成良好的学习习惯,培养学生自学能力和创新精神,并对学生的学习过程进行评价和监控,提高教学效果。课堂教学过程包括:教师提出自学要求和学法指导、学生自学教材、分组讨论交流、精讲释疑、练习巩固;教学策略主要是发挥教师的主导作用,调动学生的积极性,发挥主体作用,在学案的指导下进行自学、讨论、释疑、练习,达成教学目标。教学评价采用形成性评价与终结性评价相结合,定性评价与定量评价相结合。
三是“学案导学”模式在高中生物教学的实验研究。通过半年的教学实践,证实“学案导学”模式有利于提高学生的学习兴趣,实现学习方式的转变,提高学生的自学能力、培养良好的学习习惯,对学习过程进行有效的监控,有效落实课程标准的理念,提高教学效果。
本课题的研究为变革生物学的传统教学,探索新的教学模式,改变生物学学习方式,提供理论和实践的指导,推动新课程高中生物教学的开展。
Guided by the teaching theories and combined with the teaching practice, this study focuses on the application of the model of " Learning-Plan-Teaching" in senior biology teaching by means of teaching experiments, bibliographies, surveys and so on. The study mainly covers the following three fields.
1.The concepts of teaching model and the main research on the biology teaching models home and abroad.
The concepts of teaching model includes fives aspects: its theoretical foundations, teaching aims, teaching processes, teaching strategies and conditions and teaching assessments. The most influential biology teaching models abroad are inquiry learning teaching model and STS teaching model while in our country the most popular ones are teacher-centered, students' self-study and teachers' assistance, target learning and inquiry and discovery.
2. The concepts of "Learning -Plan-teaching".
"Learning-Plan-Teaching" is theoretically based on constructivism, meaningful learning, optimization of teaching process and the recent research. The purpose of this model is to optimize students' learning process by means of learning plan, to develop their exploring ability and good learning habits and to cultivate their individual learning ability, cooperation spirit and creativity. Moreover, it aims at improving students' leaning efficiency by assessing and controlling their learning process. The processes of this teaching model include fives steps: teachers' guidance on students' self-learning and learning strategy, students' self learning, group discussing, difficulty-solving and practice and consolidation. In this teacher guided, students' centered model, students are encouraged to learn actively and autonomously. It's hoped that under the guidance of learning plan, students can self-learn, discuss, raise questions and practice and finally achieve their learning goals. Besides, summative assessment, formative assessment, testing assessment and non-testing assessment are also applied in this teaching model.
3. The experimental study on the model of "Learning-Plan-Teaching" in senior biology teaching.
After half a year's teaching experiments, the model of "Learning-Plan-Teaching" turned out effective. Students have become more interested in biology, changed their learning methods and formed the good learning habits. By effective master of the learning process, we effectively carried out the ideas of new curriculum reform and improved our teaching effect.
To sum up, this study offers some advice on how to change the traditional teaching methods and find out new models of teaching in order to drive forward our senior biology teaching.
引文
[1]顾明远 孟繁华主编.国际教育新理念.修订版.海口:海南出版社,2005.1。
[1]中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003.2-3。
[1]贺建.中学生物教学建模.南宁:广西教育出版社,2003.1-2。
[1]中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003.2。
[2]中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003.2。
[1]张曙光.构建学案导学模式 培养学生自学能力.山东教育学院学报,2000,(4):97。
[1]裴亚男.学案教学模式研究综述.内蒙古师范大学学报,2007,(4):66。
[1]张大均.教育心理学.北京:人民教育出版社,2005.68。
[1]顾明远 孟繁华主编.国际教育新理念.修订版.海口:海南出版社,2005.334-318。
[1]顾明远 孟繁华主编.国际教育新理念.修订版.海口:海南出版社,2005.334-318。
[1]綦桂杰.学案导学模式在中学数学教学中的应用研究:[硕士学位论文].山东师范大学,2006.1。
[1]顾明远 孟繁华主编.国际教育新理念.修订版.海口:海南出版社,2005.331-336。
[2]贺建.中学生物教学建模.南宁:广西教育出版社,2003.2-4。
[3]张大均.教育心理学.北京:人民教育出版社,2005.85-94。
[4]孙俊三.教育原理.长沙:中南大学出版社,2003.294-304。
[5]杨小微.教育研究方法.北京:人民教育出版社,2005.85-95。
[6]钟海青.教学模式的选择与运用.北京:北京师范大学出版社,2006.3-6。
[7]代蕊华.课堂设计与教学策略.北京:北京师范大学出版社,2005.35-38。
[8]杨九俊.新课程教学评价方法与设计.北京:教育科学出版社,2004.14-16。
[9]张海珠 毕润成.生物教学设计论.北京:科学出版社,2004.118-124。
[10]教部基础教育司.新课程的理念与创新.北京:高等教育出版社,2004.68-72。
[11]查有梁.教育模式.北京:教育科学出版社,1997.65-70。
[12]丁远毅 崔鸿.高中生物课程标准教师读本.上海:华中师范大学出版社,2003.36-60。
[13]中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003.7-9。
[14]胡继飞 郑晓蕙.生物学教育心理学.广州:广东高等教育出版社,2002.172-178。
[15]周美珍.生物教育学.南京:浙江教育出版社,1998.128-131。
[16]朱慕菊.走进新课程——与课程实施者的对话.北京:北京师范大学出版社,2004.130-134。
[17]郑金洲.自主学习.福州:福建教育出版社,2005.13-16。
[18]刘恩山.中学生物教学论.北京:高等教育出版社,2004.41-46。
[19]周军.教学策略.北京:教育科学出版社,2004.112-117。
[20]杨善禄 刘恕.基础教育现代化教学基本功(中学生物卷).北京:首都师范大学出版社,1997.71-9。
[21][美]B·S·布卢姆等.罗黎辉等译.教育目标分类学.上海:华东师范大学出版社,1986.47-50。
[22][美]B·S·布卢姆等.王钢等译.布卢姆掌握学习论文集.福州:福建教育出版社,1986.66-69。
[23]魏书生.教学工作漫谈.桂林:漓江出版社,2005.138-143。
[24]刘彭芝.人生为一大事来.北京:高等教育出版社,2004.137-140。
[25]郑和钧等.高中生心理学.南京:浙江教育出版社,1997.138-139。
[26]卢家楣等.心理学.上海:上海人民教育出版社,2004.182-185。
[27]石中英.教育哲学导论.北京:北京师范大学出版社,2004.153-156。
[28]王祥.“学案导学”一种有效的课堂教学模式.教学与管理,2005,12:5-7。
[29]肖川.教育的理想与信念.长沙:岳麓书社,2004.88-91。
[30]綦桂杰.“学案导学”模式在中学数学教学中的应用研究:[硕士学位论文].山东师范大学,2006.1。
[31]裴亚男.学案教学模式研究综述.内蒙古师范大学学报,2007,第4期:66-68。
[32]李增君.中学思想政治学科“学案导学”教改实验报告:[硕士学位论文].辽宁师范大学,2002.18-20。
[33]高变英.学案导学教学模式的构建与实践:[硕士学位论文].山东师范大学,2006.30-35。
[34]易瑜.中学地理学案导学教学模式研究:[硕士学位论文].湖南师范大学,2006.15-17。
[1]中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003.2-3。
[1]贺建.中学生物教学建模.南宁:广西教育出版社,2003.1-2。
[1]中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003.2。
[2]中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003.2。
[1]张曙光.构建学案导学模式 培养学生自学能力.山东教育学院学报,2000,(4):97。
[1]裴亚男.学案教学模式研究综述.内蒙古师范大学学报,2007,(4):66。
[1]张大均.教育心理学.北京:人民教育出版社,2005.68。
[1]顾明远 孟繁华主编.国际教育新理念.修订版.海口:海南出版社,2005.334-318。
[1]顾明远 孟繁华主编.国际教育新理念.修订版.海口:海南出版社,2005.334-318。
[1]綦桂杰.学案导学模式在中学数学教学中的应用研究:[硕士学位论文].山东师范大学,2006.1。
[1]顾明远 孟繁华主编.国际教育新理念.修订版.海口:海南出版社,2005.331-336。
[2]贺建.中学生物教学建模.南宁:广西教育出版社,2003.2-4。
[3]张大均.教育心理学.北京:人民教育出版社,2005.85-94。
[4]孙俊三.教育原理.长沙:中南大学出版社,2003.294-304。
[5]杨小微.教育研究方法.北京:人民教育出版社,2005.85-95。
[6]钟海青.教学模式的选择与运用.北京:北京师范大学出版社,2006.3-6。
[7]代蕊华.课堂设计与教学策略.北京:北京师范大学出版社,2005.35-38。
[8]杨九俊.新课程教学评价方法与设计.北京:教育科学出版社,2004.14-16。
[9]张海珠 毕润成.生物教学设计论.北京:科学出版社,2004.118-124。
[10]教部基础教育司.新课程的理念与创新.北京:高等教育出版社,2004.68-72。
[11]查有梁.教育模式.北京:教育科学出版社,1997.65-70。
[12]丁远毅 崔鸿.高中生物课程标准教师读本.上海:华中师范大学出版社,2003.36-60。
[13]中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003.7-9。
[14]胡继飞 郑晓蕙.生物学教育心理学.广州:广东高等教育出版社,2002.172-178。
[15]周美珍.生物教育学.南京:浙江教育出版社,1998.128-131。
[16]朱慕菊.走进新课程——与课程实施者的对话.北京:北京师范大学出版社,2004.130-134。
[17]郑金洲.自主学习.福州:福建教育出版社,2005.13-16。
[18]刘恩山.中学生物教学论.北京:高等教育出版社,2004.41-46。
[19]周军.教学策略.北京:教育科学出版社,2004.112-117。
[20]杨善禄 刘恕.基础教育现代化教学基本功(中学生物卷).北京:首都师范大学出版社,1997.71-9。
[21][美]B·S·布卢姆等.罗黎辉等译.教育目标分类学.上海:华东师范大学出版社,1986.47-50。
[22][美]B·S·布卢姆等.王钢等译.布卢姆掌握学习论文集.福州:福建教育出版社,1986.66-69。
[23]魏书生.教学工作漫谈.桂林:漓江出版社,2005.138-143。
[24]刘彭芝.人生为一大事来.北京:高等教育出版社,2004.137-140。
[25]郑和钧等.高中生心理学.南京:浙江教育出版社,1997.138-139。
[26]卢家楣等.心理学.上海:上海人民教育出版社,2004.182-185。
[27]石中英.教育哲学导论.北京:北京师范大学出版社,2004.153-156。
[28]王祥.“学案导学”一种有效的课堂教学模式.教学与管理,2005,12:5-7。
[29]肖川.教育的理想与信念.长沙:岳麓书社,2004.88-91。
[30]綦桂杰.“学案导学”模式在中学数学教学中的应用研究:[硕士学位论文].山东师范大学,2006.1。
[31]裴亚男.学案教学模式研究综述.内蒙古师范大学学报,2007,第4期:66-68。
[32]李增君.中学思想政治学科“学案导学”教改实验报告:[硕士学位论文].辽宁师范大学,2002.18-20。
[33]高变英.学案导学教学模式的构建与实践:[硕士学位论文].山东师范大学,2006.30-35。
[34]易瑜.中学地理学案导学教学模式研究:[硕士学位论文].湖南师范大学,2006.15-17。