“理解”目标的生物学教学策略研究

【作者】 朱益群；

【导师】 谈宝珍；

【作者基本信息】 华东师范大学 ， 学科教学论， 2001， 硕士

【摘要】 本文分四个部分对“理解”目标的生物学教学策略进行研究。 第一部分以教学目标分类理论作为指导，探讨生物学认知领域“理解”层次的目标及“理解”目标的生物学知识，旨在更好地把握教学大纲的要求，明确知识的类型。 第二部分根据认知心理学关于理解的心理机制，剖析了生物学知识的理解过程，为“理解”目标的生物学教学策略的制订提供理论依据。 文章的重点是第三部分，在前两部分对“理解”目标和“理解”过程分析的基础之上，对理解目标的生物学教学策略的制订原则和制订方法进行了深入的研究。在这部分中，作者分析了组成教学策略的四个因素，以及四个策略因素的选择和组合，结合普通高中和中等师范学校的生物学教学设计、教案、说课稿等具体事例，探究教学策略制订的一般的普遍性的方法。 第四部分通过作者的教学设计案例和课堂教学实录，简要地讨论“理解”目标的生物学教学策略的实施，并通过目标评价的分水平测试对教学策略的有效性进行评价。更多还原

【Abstract】 Four parts are included in this thesis to study biological-teaching strategy of "understanding" objective.Instructed by the classification theory of teaching objective, the first part probes and discusses the objective of "understanding" level in biological-cognition field, and the biological knowledge of "understanding" objective, aiming at catching the demands of the syllabus better, and clear-cut the classification of knowledge.Based on the psychological mechanism of understanding of cognitional psychology , the second part analyzes the process of understanding biological knowledge, and theoretically supports the making out of biological-teaching strategy on "understanding" objective.The third part is the focal point, which further studies the discipline and method of making out of biological-teaching strategy of "understanding" objective on the base of analyzing "understanding" objective and "understanding" process in above two parts. In this part, the author analyzes the four factors which makes up of teaching strategy, and the choose and constitute of the four strategic factors. Linking with the concrete examples, such as biological-teaching device , teaching cases and lecturing paper in general high school and Mid-normal school, this thesis probes universal method of making out of teaching strategy .The fourth part uses author’s teaching-device cases and class-teaching record to briefly discuss the implement of biological-teaching strategy on "understanding" objective, and uses testing of objective-appraise based on different levels to appraise the reliability of teaching strategy.更多还原