新课程下高中生物探究实验存在的问题及实验教学的策略研究
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摘要
生物学是一门以实验为基础的自然科学,实验教学具有丰富的素质教育功能,要在中学生物教学中落实素质教育,生物实验教学是一个突破口。积极开展以实验为基础的教学活动,实施生物探究实验教学,本文以高中生物教学中“《绿叶中色素的提取和分离实验教学为例》”作为研究对象,通过此研究改进中学生物的实验课堂传统教师讲解,学生做验证性实验的教学方法,给学生提供充足的仪器和药品,让学生小组讨论,设计实验,描述现象,总结结论,让学生在生物实验中掌握生物学知识,从而达到充分利用实验,使每一个学生通过做实验都能看到自己在发展中的长处,增强继续学习的信心,激发学生的内驱力,调动学生的积极性和主动性;既培养学生小组合作精神,又培养学生分析问题、归纳问题、总结问题的能力。从根本上促进学生认知、能力、个性的发展,乃至完美人格的形成,为学生的终身学习奠定基础。同时使教师发现学生多方面的潜能,了解学生发展中的需求,通过不断优化教学方式和方法最终促进学生在知识与技能,过程与方法,情感态度与价值观方面的发展。
本文首先综述了生物教育的发展过程及国内外现状,以及生物实验在基础生物教育中地位及作用,通过当前课程改革和当前生物实验课堂教学主要存在的5个问题提出本研究课题。在第二章中,本文具体论述了实验教学过程中所应用的三种理论,即建构主义、探究式学习和学生自主发展,重点对探究式学习进行了详细阐述。第三章对在绿叶中色素的提取和分离实验案例进行系统分析,通过详细设计教学过程,并通过精心设计的测试题对学生学习效果的进行有针对性的检测,基本达到了研究的目的。
Biology is an experimental basis to the natural sciences, experimental teaching is rich in quality education functions, to teaching in secondary schools in the implementation of quality education, biological experiment teaching is a breakthrough. To actively carry out experiments based on the teaching and learning activities, the implementation of Inquiry experimental teaching, the paper in high school biology teaching "and" green pigment in the extraction and separation of teaching as an example "and" as a study, through the study of biological experiments to improve schools Teachers on the traditional classroom, students do experimental verification of the teaching methods, to provide students with adequate equipment and medicine to enable students to the panel discussion, design experiments, described the phenomenon, summary conclusions to enable students to master in biological experiments in biological knowledge to achieve Make full use of experiments, so that every student can see through their own experiments in the development of the strengths and enhance the confidence to continue learning and to stimulate students Neiqu Li, the mobilization of student enthusiasm and initiative, both groups of students cultivate a spirit of cooperation, And training students of the problem, summed up the problem, summed up problems. And fundamentally promote the awareness of students, ability, personality development, as well as the formation of a perfect personality for the students lay the foundation for lifelong learning. At the same time so that teachers found students with potential, to understand the needs of students in the development, through continuous optimization of ways and means of teaching students in the final promote knowledge and skills, processes and methods, emotional attitudes and values development.
This paper reviewed the development of education process and the status quo at home and abroad, as well as biological experiments in the biological basis of the status and role of education, through the current curriculum reform and current biological experiments teaching the five main problems of the present study. In the second chapter, the paper specifically address the experimental process of teaching by the application of the three theories, that is, Constructivism, inquisitive learning and students for self-development, the focus of the inquiry carried out a detailed study on. Chapter III of the green pigment in the extraction and isolation of cases for analysis, through detailed design of the teaching process, and through carefully designed tests that the students study the effect of a targeted testing, reached a basic research purposes.
本文首先综述了生物教育的发展过程及国内外现状,以及生物实验在基础生物教育中地位及作用,通过当前课程改革和当前生物实验课堂教学主要存在的5个问题提出本研究课题。在第二章中,本文具体论述了实验教学过程中所应用的三种理论,即建构主义、探究式学习和学生自主发展,重点对探究式学习进行了详细阐述。第三章对在绿叶中色素的提取和分离实验案例进行系统分析,通过详细设计教学过程,并通过精心设计的测试题对学生学习效果的进行有针对性的检测,基本达到了研究的目的。
Biology is an experimental basis to the natural sciences, experimental teaching is rich in quality education functions, to teaching in secondary schools in the implementation of quality education, biological experiment teaching is a breakthrough. To actively carry out experiments based on the teaching and learning activities, the implementation of Inquiry experimental teaching, the paper in high school biology teaching "and" green pigment in the extraction and separation of teaching as an example "and" as a study, through the study of biological experiments to improve schools Teachers on the traditional classroom, students do experimental verification of the teaching methods, to provide students with adequate equipment and medicine to enable students to the panel discussion, design experiments, described the phenomenon, summary conclusions to enable students to master in biological experiments in biological knowledge to achieve Make full use of experiments, so that every student can see through their own experiments in the development of the strengths and enhance the confidence to continue learning and to stimulate students Neiqu Li, the mobilization of student enthusiasm and initiative, both groups of students cultivate a spirit of cooperation, And training students of the problem, summed up the problem, summed up problems. And fundamentally promote the awareness of students, ability, personality development, as well as the formation of a perfect personality for the students lay the foundation for lifelong learning. At the same time so that teachers found students with potential, to understand the needs of students in the development, through continuous optimization of ways and means of teaching students in the final promote knowledge and skills, processes and methods, emotional attitudes and values development.
This paper reviewed the development of education process and the status quo at home and abroad, as well as biological experiments in the biological basis of the status and role of education, through the current curriculum reform and current biological experiments teaching the five main problems of the present study. In the second chapter, the paper specifically address the experimental process of teaching by the application of the three theories, that is, Constructivism, inquisitive learning and students for self-development, the focus of the inquiry carried out a detailed study on. Chapter III of the green pigment in the extraction and isolation of cases for analysis, through detailed design of the teaching process, and through carefully designed tests that the students study the effect of a targeted testing, reached a basic research purposes.
引文
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[2](美〕国家科学基金会教育与人力资源部中小学教育及校外教育处,科学探究之探究 [M].罗星凯等译,广西师范大学科学教育研究所,2001.10.
[3]张大均主编.教育心理学. [M].人民教育出版社,1999.07.
[4]靳玉乐主编.探究教学的学习与辅导.[M].中国人事出版社 2002.08.
[5]靳玉乐主编.探究教学论.[M].西南师范大学出版社,2001.07.
[6]张熊飞著.诱思探究--发展素质的教学.[M].辽宁人民出版社,2002.03.
[7]霍益萍主编.研究性学习实验与探索.[M].广西教育出版社,2002.10.第二版
[8]钟启泉编译.现代教学论发展.[M].教育科学出版社.1992.10.
[9]钟启泉等主编.为了中华民族的复兴,为了每位学生的发展-基础教育课程改革纲要(试行)解读.[M].华东师范大学出版社,2001.12.
[10]李伟胜著.实验研究指导.[M].科学教育出版社,2002.10.
[11]王新霞主编.中国教育面临的紧要问题. [M].经济日报出版社,2002.06.
[12]靳玉乐主编.案例教学原理. [C].西南师范大学出版社,2003.09.25.张广祥著.数学中的问题探究.[C].华东师范大学出版社,2003.O8.
[13]顾建民等.以问题为中心的教学创新模式.外国教育研究,[J].1999.3.
[14]曾志旺.探究性学习在中学物理教学中的应用[J].学科教育. [J].2001.9.
[15]徐晓梅.探究教学中问题情境的创设途径.学科教育.[J].2001.7.
[16]盛红波.王新春,体验科学探究.物理通报.[J].2002.10.
[17]郑渊方等.探究式教学的模型建构探讨.学科教育.[J].2001.O8.
[18]中华人民共和国教育部编订.全日制义务教育生物课程标准.[M].北京师范大学出版社,2001 年.
[19]中华人民共和国教育部颁布.基础教育课程改革纲要.[M].2000 年。
[20]全国课程专业委员会秘书处编.21 世纪中国课程研究与改革.[M].人民教育出版社, 2004 出版.
[21]国家教育发展研究中心 .发达国家教育改革的动向和趋势.[M].人民教育出版社. 2004.1.
[22]李春萍.教育研究方法.[M].东北师范大学出版社,2001.
[23]长春教科研室.走进新课程.[M].吉林教育出版社,2003.
[24]罗伯特·哈钦斯等主编《西方名著入门(9)》[M].商务印书馆.1995 年版.
[25]路海东.教育心理学.[M].东北师范大学出版社,2002 年版.
[26]路海东.学校教育心理学.[M].东北师范大学出版社,1999 年版.
[27]郑殿军.结合生物教学培养学生科学素质.丹东师专学报[N]. 总第 78 期
[28]董奇主编 .成长记录袋的基本原理与应用.[C] .陕西师范大学出版社, 2002.11.
[29]欧阳芬编著.多元智能与建构主义理论在课堂教学中的应用.[M].中国轻工业出版社,2004.6.
[30]刘恩山主编.生物学教学研究方法与案例.高等教育出版社[M]. 2004.1.
[31]裴娣娜 .教育研究方法导论.安徽教育出版社 [M]. 1995.
[32]邱丹.中学生生物教学对学生动手能力的培养.中学生物教学[J]. 1999 年第 4 期.
[33]胡森.国际教育百科全书. [M]. 第 3 卷.1990.135.
[34]中小学科学教学―基于项目的方法与策略.[M].王磊译 高教出版社 2004.5.
[35]当代课程问题. [M]. 余强 译 浙江教育出版社 2004.12.
[36] Leslie W.Trowbridge, Rodger W. Bybee,Janet Carlson Powell. Teaching Secondary School Science. Prentice-Hall Inc.,7th Edition, 1996.207.
[37] Lorin W. Anderson.International Encyclopedia of Teaching and Teacher Education. Elevier Service Ltd, Second Edition,1995.1.50 、
[38] Ellen Weber, Student Assessment That Works: A Practical Approach (2003)
[39] W.James Popham, Classroom Assessment:What Teachers Need to Know (3rd Edition)(2003).
[40] Bil Johnson, The Performance Assessment Handbook (2001).
[41] Elliott, StephenN.(1995)Creating meaningful performance Assessments[J].Eric Digest.
[42]Joanl Herman. (1998)The State of Performance Assessment [J].NewJersey :Hampton Press.
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