激励策略在高中生物教学中的应用研究
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摘要
在现在高中学科教学中,由于高考的压力,强制性教学的成分较为突出,教师缺乏利用激励方法对学生进行教育,使学生在学习中找不到快乐,缺乏主动性,并引起自信心的缺失,这是制约学生发展的重要因素之一。以人为本,满足学生的需要,激发学生的学习动机,使学生因为被激励而学业进步、人格发展,最终实现不再用外部激励而自我激励,成为高素质的社会主义事业的建设者和接班人。这是新一轮高中生物课程改革的重要出发点,也是实施素质教育的重要目的。为了全面贯彻党的教育方针,认真实施素质教育,落实新课程的基本要求,本文以激励的心理学理论为依据,结合高中学生生物学学习现状,归纳了在高中生物教学中实施激励策略的理论依据,较为详地细阐述了实施激励策略的原则和方法,并在实践中探索应用了激励策略。同时结合高中生物的教学实际,进行了高中学生生物学习积极性的调查及分析,通过小型的实验探索、统计和比较,论证了激励策略的实效性,提出了在高中生物教学中实施激励策略的必要性。
Nowadays, due to the pressure of college entrance examination, compulsory teaching is relatively outstanding in the current status of senior high school teaching. Teachers seldom apply motivation methods to teaching, making the students have no interest in learning. As a result, the students become passive and lacking in self-confidence, which is a main factor that limits the students’development. Teaching should be based on the students, meet their needs and requirements, and motivate their inner desire to learn. Owing to this, they will not only make progress in learning but also develop their personalities properly, implementing the new course standard and reaching the goal that they can realize self-motivation instead of being motivated. Eventually, they are expected to become the constructor of high quality in society. Such is the newly issued biology curriculum standard that our senior high school students should reach, the important starting point of Senior High School Biology Course reform, and it also serves as the most primary goal of Education for all-around development.
Based on the psychological theories of motivation, combined with the current status of biology learning in senior high school, this paper briefly summarizes the theoretical evidence for motivation strategies used in senior high school biology teaching, and illustrates the principles and methods of application in detail. What’s more, the researcher also explores to apply motivation strategies to teaching practice in the hope of helping the senior high teachers to know the characteristics of the application of motivation strategy and help them to motivate the students correctly.
In this paper, having combined with the practice of senior high school biology teaching, the researcher investigates and analyzes the students’biology learning activity. Moreover, by means of small-scale experiment, statistics of data and comparison, this paper also proves effectiveness and the necessity of applying motivational strategies to senior high school biology teaching. Though this research can be considered successful to a great extent, it has some limitations. Thus this paper is expected to inspire a further discussion about this subject.
Nowadays, due to the pressure of college entrance examination, compulsory teaching is relatively outstanding in the current status of senior high school teaching. Teachers seldom apply motivation methods to teaching, making the students have no interest in learning. As a result, the students become passive and lacking in self-confidence, which is a main factor that limits the students’development. Teaching should be based on the students, meet their needs and requirements, and motivate their inner desire to learn. Owing to this, they will not only make progress in learning but also develop their personalities properly, implementing the new course standard and reaching the goal that they can realize self-motivation instead of being motivated. Eventually, they are expected to become the constructor of high quality in society. Such is the newly issued biology curriculum standard that our senior high school students should reach, the important starting point of Senior High School Biology Course reform, and it also serves as the most primary goal of Education for all-around development.
Based on the psychological theories of motivation, combined with the current status of biology learning in senior high school, this paper briefly summarizes the theoretical evidence for motivation strategies used in senior high school biology teaching, and illustrates the principles and methods of application in detail. What’s more, the researcher also explores to apply motivation strategies to teaching practice in the hope of helping the senior high teachers to know the characteristics of the application of motivation strategy and help them to motivate the students correctly.
In this paper, having combined with the practice of senior high school biology teaching, the researcher investigates and analyzes the students’biology learning activity. Moreover, by means of small-scale experiment, statistics of data and comparison, this paper also proves effectiveness and the necessity of applying motivational strategies to senior high school biology teaching. Though this research can be considered successful to a great extent, it has some limitations. Thus this paper is expected to inspire a further discussion about this subject.
引文
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[17]许晓梅.《心理学视野中的激励教育及其实践策略》 [J]江西科技师范学院学报,2004/04.
[18]杨玲.《谈激励教育培养学生自信心》 [J]西昌师范高等专科学校学报, 2003.01 .
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[20]马君.学习兴趣的形成与培养[J].黑龙江:黑龙江教育学院学报,2002(2):7-8.
[21]周三多主编.《管理学原理与方法》[M]上海复旦大学出版社,1997,78—85 页.
[22]教育部.《普通高中生物学课程标准》[S]人民教育出版社,2004. 3.
[23]陆清远.《激励整体提高的教学方法》[J]中小学管理,2001. 11 .
[24]施光明.《学校管理中的激励误区》[J]中小学管理,1994. 2.
[25]陈中永.《现代心理学》[M]内蒙古大学出版社,1994.
[26]刘程媛.《将激励性评价贯穿于教育教学过程中》[J]河南教育,2002. 7.
[27]朱慕菊.《走进新课程》[M]首都师范人学出版社 2001. 11.
[28] 马云鹏.《教育科学研究方法导论》[M]东北师范大学出版社,2002.1.
[29]齐美利.《学校人本管理中的六种艺术》[J]教学与管理,2003. 7.
[30]胡定荣.《21 世纪中国教学发展的问题与走向》[M]教育研究,2002. 3.
[31]曾晓东.《激励与鞭策方法》[J]安徽教育,2003. 10.
[32]Houston,W. R. (Ed.):Handkook of Reasearch on Teacher Education. N. Y.;Macmillan 1990.
[33]Spindler,G. D.(ed): Eduction and culture process,1971.
[34]Smith,B .O. ,teaching: Definition,in Husen,T.&.Postlethwaite,T. N,The International Encyclopediaof Education: Research Studies, 1985.
[35]P.Mcphail,Social and Models Eduction,1982.
[36]Banks,J. A,Multicultural education; characteristics and goals,in Banks_ J. and Banks,C(ed.),Multicultural education: issues andperspectives,1989.
[2]赵光辉.人才激励的理论依据与应用研究. [J]现代管理学,2006,(1).
[3]中国人民大学工商管理学院会计系编写.《同等学历申请硕士学位综合水平统考工商管理学科考前辅导》[G]中国人民大学出版社 2000 年版,97—115 页.
[4]梁茂生.《激励教师成就需要的理论原则》.[J]北京教育 2002 年 7 期,11—12 页.
[5]李祖超.激励教育刍议[J].北京:中国教育学刊,2003(5):6-10.
[6]周三多.管理学-原理与方法[M].上海:上海复旦大学出版社,1997:56-85.
[7]路海萍.论学习动机及其激励手段[J].南昌:南昌职业技术师范学院学报,2001(1):32-34.
[8]蒋发忠.“正激励”的负效应例说及预防[J].宁夏:宁夏教育,2001(5):8-9.
[9]杨文慧.《关于激励教育的若干思考》[J] 胜利油田师范专科学校学报, 2001.02 .
[10]天津红桥区教育局.《激励教育概述》[J] 天津市教科院学报,1996.05.
[11]朱传明.《班主任激励教育八法》[J] 河南教育, 2004.07.
[12]毛泽东.《毛泽东选集》(第一卷)[M]人民教育出版社,1991 年版,309 页.
[13]李天鹰.《激励方法在学校管理中的运用》[J]黑龙江教育 2003 年第 5 期,37—38 页.
[14]许德宽.《班主任激励艺术初探》[J 周口师专学报[J],1994 年 3 期,3—5 页.
[15]许晓梅.《心理学视野中的激励教育及其实践策略》[J]江西科技师范学院学报,2004/04.
[16]王先华.《激励教育:点燃孩子生命的理想与激情》 [J]贵州教育, 2005.20.
[17]许晓梅.《心理学视野中的激励教育及其实践策略》 [J]江西科技师范学院学报,2004/04.
[18]杨玲.《谈激励教育培养学生自信心》 [J]西昌师范高等专科学校学报, 2003.01 .
[19]杨玲.《谈激励教育培养学生自信心》[J] 西昌师范高等专科学校学报, 2003.01.
[20]马君.学习兴趣的形成与培养[J].黑龙江:黑龙江教育学院学报,2002(2):7-8.
[21]周三多主编.《管理学原理与方法》[M]上海复旦大学出版社,1997,78—85 页.
[22]教育部.《普通高中生物学课程标准》[S]人民教育出版社,2004. 3.
[23]陆清远.《激励整体提高的教学方法》[J]中小学管理,2001. 11 .
[24]施光明.《学校管理中的激励误区》[J]中小学管理,1994. 2.
[25]陈中永.《现代心理学》[M]内蒙古大学出版社,1994.
[26]刘程媛.《将激励性评价贯穿于教育教学过程中》[J]河南教育,2002. 7.
[27]朱慕菊.《走进新课程》[M]首都师范人学出版社 2001. 11.
[28] 马云鹏.《教育科学研究方法导论》[M]东北师范大学出版社,2002.1.
[29]齐美利.《学校人本管理中的六种艺术》[J]教学与管理,2003. 7.
[30]胡定荣.《21 世纪中国教学发展的问题与走向》[M]教育研究,2002. 3.
[31]曾晓东.《激励与鞭策方法》[J]安徽教育,2003. 10.
[32]Houston,W. R. (Ed.):Handkook of Reasearch on Teacher Education. N. Y.;Macmillan 1990.
[33]Spindler,G. D.(ed): Eduction and culture process,1971.
[34]Smith,B .O. ,teaching: Definition,in Husen,T.&.Postlethwaite,T. N,The International Encyclopediaof Education: Research Studies, 1985.
[35]P.Mcphail,Social and Models Eduction,1982.
[36]Banks,J. A,Multicultural education; characteristics and goals,in Banks_ J. and Banks,C(ed.),Multicultural education: issues andperspectives,1989.
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