探究理念下的中学生物学教案设计

学号：2009023179姓名：王爱梅联系电话：[phone]Email：[e-mail]所在院系：生命科学学院单位代码10445学号2009023179分类号G434学习方式高校教师教育硕士学位论文论文题目探究理念下的中学生物学教案设计学科专业名称学科教学·生物申请人姓名王爱梅指导教师陈继贞教授论文提交时间2011年10月10日独创声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得（注：如没有其他需要特别声明的，本栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名：导师签字：学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权学校可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名：导师签字：签字日期：2010年月日签字日期：2010年月日目录中文摘要„„„„„„„„„„„„„„„„„„„„„„„„„„„„„ⅠABSTRACT„„„„„„„„„„„„„„„„„„„„„„„„„„„„„Ⅱ第一章绪论„„„„„„„„„„„„„„„„„„„„„„„„„„„„11.1选题背景„„„„„„„„„„„„„„„„„„„„„„„„„„11.2问题提出„„„„„„„„„„„„„„„„„„„„„„„„„„2第二章研究综述„„„„„„„„„„„„„„„„„„„„„„„„„„52.1相关概念的阐释„„„„„„„„„„„„„„„„„„„„„„„52.2课题研究的现状„„„„„„„„„„„„„„„„„„„„„„„82.3课题研究的主要理论依据„„„„„„„„„„„„„„„„„„112.4研究方法„„„„„„„„„„„„„„„„„„„„„„„„„12第三章课题研究的内容„„„„„„„„„„„„„„„„„„„„„„„133.1探究理念下中学生物学教案设计的原则„„„„„„„„„„„„133.2探究理念下中学生物学教案设计的模型„„„„„„„„„„„„153.3探究理念下中学生物学教案设计的要素„„„„„„„„„„„„153.4探究理念下中学生物学教案设计的评价„„„„„„„„„„„„203.5探究理念下中学生物学教案设计的实例„„„„„„„„„„„„213.6探究理念下中学生物学教案实施程序„„„„„„„„„„„„„35第四章教学实验的实施过程„„„„„„„„„„„„„„„„„„„„„364.1实验内容„„„„„„„„„„„„„„„„„„„„„„„„„364.2实验对象的选择„„„„„„„„„„„„„„„„„„„„„„364.3实验的准备„„„„„„„„„„„„„„„„„„„„„„„„374.4实验实施结果及分析„„„„„„„„„„„„„„„„„„„„39第五章研究小结„„„„„„„„„„„„„„„„„„„„„„„„„„455.1研究的结果结论„„„„„„„„„„„„„„„„„„„„„„455.2研究的创新点„„„„„„„„„„„„„„„„„„„„„„„465.3需进一步研究的问题„„„„„„„„„„„„„„„„„„„„46参考文献„„„„„„„„„„„„„„„„„„„„„„„„„„„„„47附录„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„49致谢„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„56山东师范大学硕士学位论文I探究理念下的中学生物学教案设计摘要面对新课改，广大的教师和学生希望推进“素质教育”，但迫于现实的社会压力教师的行为方式往往又与素质教育背道而驰。理论研究与我国教育现状的较大差距是课程改革难以顺顺利利进行的主要障碍，如何才能解决这一问题,成为推进素质教育首当其冲的问题。探究是科学学习的核心，如何让学生通过自主探索，在学习中发现问题、认识问题、解决问题，在课堂学习中落实探究理念是教育改革的关键所在。教案作为教师教学工作必不可少的依据，作为连接教师教育理念与课堂教学实践的纽带，理应得到我们的关注。教案设计是一个既传统又新颖的问题，由于教学情境的境遇性，每一种教案模式既有其优越性又有其局限性和片面性，没有一种教案模式是万能的。应该根据实际教学情境，选择恰当的教案模式，并对其进行多样化、个性化、创新性的设计。不能一概而论，一成不变。作为一线的生物教师，笔者认为中学生物教案设计没有必要盲目的追求探究性学习的程序，关键是要在探究理念的指导下，设计出既适合我国中学生物教师的实际需要，又能缓解新课程改革与教师实际工作习惯之间的矛盾，缓解课程目标与我国中学生实际学习状态之间的矛盾的具有可操作性的教案。本文对探究理念下中学生物学教案设计问题进行了探讨，并通过实际教学试验、观察、访谈、教学质量测评等的深入分析，发现以探究理念为核心的生物教案的应用取得很好的成效：一方面可以从根本上改变教师的教育观念，为一线教师提供探究理念下中学生物学教案设计的基本原则和依据，将探究理念真正落实到中学生物教学中去。另一方面能唤醒学生的探究意识，培养学生观察能力、实山东师范大学硕士学位论文II验能力、思维能力、自学能力、创新能力，既提高了课堂效率，提高了学生成绩，又培养了学生的科学素质和生物学素养。关键词：探究理念生物教案教案设计教学实验分类号：G434山东师范大学硕士学位论文IIIAbstractFacingthenewcurriculumreform,themajorityoftheteachersandthestudentshopetopromotequalityeducation,butbecauseoftherealisticsocialpressureteachers'behavioroftendrawfurtherapartandqualityeducation.Thelargegapbetweentheoreticalresearchandpresentsituationofeducationinourcountryisthemainobstaclestopromotethecoursereform.Howtosolvethisproblem,isthefirsttobearthebruntoftheproblemastopromotequalityeducation.Inquiryisthekeytosciencelearning,howtomakestudentsthroughindependentexploration,inidentifying,understandingandsolvingproblemsinlearning,inclasstoimplementinquiryconceptisthekeytothereformofeducation.Lessonplanasabasisforteachingessential.astheconnectionoftheconceptofteachereducationandclassroomteachingpracticelink,deservesourattention.Thelessonplandesignisbothtraditionalandnewproblems,becausetheteachingsituationofcircumstance,everykindofteachingmodehasitsadvantagesbutalsohasitslimitationandone-sidedness,withoutateachingmodeisomnipotent.Accordingtotheactualteachingsituation,chooseproperteachingmode,andthediverse,personalized,innovativedesign.Asfirst-lineofbiologicalteachers,authorthinksthatthemiddleschoolbiologyteachingdesignneednottheblindpursuitofinquirylearningprogram,thekeyistowanttostudyundertheguidanceoftheconcept,designnotonlysuitableforChina'smiddleschoolbiologyteachers'actualneeds,butalsocanalleviatethenewcurriculumreformandteacher'spracticalworkhabitsbetweenthecontradictions,alleviatethecurriculumgoalandourstudentspracticallearningstateofcontradictionsbetweenoperableteachingplan.Inthispaper,toexploretheInquiryconceptofmiddleschoolbiologyteachingdesignisdiscussed,andthroughtheactualteachingexperiment,observation,interviews,teachingqualityevaluationandin-depthanalysis,foundtoexplorethecoreconceptofbiologyteachingapplicationtoobtainverygoodresult:ontheonehanditcanfundamentallychangetheeducationconceptoftheteachers,forteachers山东师范大学硕士学位论文IVprovidetheresearchconceptofmiddleschoolbiologyteachingbasicdesignprincipleandbasis,willexploretheconceptofrealimplementationofthebiologyteachinginmiddleschool.Ontheotherhand,itcanarousethestudentstoexploretheawareness,cultivatestudentsobservationability,experimentability,thinkingability,self-studyability,innovationability,Itcannotonlyimproveefficiencyinclass,improvestudentachievement,butalsocultivatethestudents'scientificqualityandbiologicalqualityKeywords:ExploretheconceptBiologylessonplanslessonplandesignTeachingexperimentCategoryNumber:G434山东师范大学硕士学位论文1第一章绪论1.1选题背景西方有位哲人说过：“变革未必带来进步，但是，进步终究需要变革。[1]”回首我国十年新课程教育改革的历程，充满了曲折甚至是倒退，广大的教师和学生希望推进“素质教育”，但迫于现实的社会压力教师的行为方式往往又与素质教育背道而驰，于是便出现了“素质教育轰轰烈烈，应试教育扎扎实实”[1]的现象。我们不得不说，这种转型是一项艰巨而漫长的工程，它不是一朝一夕之功，不宜急于求成。面对新课改，