【作者】 李霞；

【导师】 李文娆；

【作者基本信息】 河南大学 ， 学科教学（专业学位）， 2014， 硕士

【摘要】 我国在1999年开始实施的新课程改革要求:一切为了每一位学生的发展，关注每一位学生的发展，促进学生各方面能力的提高，为学生终身可持续发展奠定基础。因此，不断改革传统课堂教学模式，探索更为合适的课堂教学模式，是教育工作者的重要任务。“353”高效课堂教学模式应运而生。该模式将学生学习过程细化为三个阶段：自主学习阶段、合作学习阶段和反馈学习阶段；将课堂流程具体为五个步骤：重申目标-整理导学案、合作交流-组内小展示、质疑点评大展示、回扣目标-整理导学案和达标测评-学习班长总结。该模式还明确规定了教师进行三次学情调查的时间、方法和任务等，以体现教师的主导作用和学生的主体地位。但是目前关于“353”高效课堂教学模式的应用效果的研究相对较少。本文在充分研究学习“353”高效课堂教学模式的理论基础和基本结构的基础上，以高中生物教学为例，采用问卷调查法和访谈法，深入研究了该模式的应用效果，并探讨了其产生的主要原因。结果表明：对于生物基础较好的学生，“353”高效课堂教学模式的应用效果优于传统课堂教学模式，但对于生物基础较弱的学生而言，其应用效果与传统课堂教学模式没有明显差异。分析产生该结果的原因，主要有以下五点：（1）“353”高效课堂教学模式能够提供给学生更加充足的时间用于自主学习。（2）“353”高效课堂教学模式应用导学案，一份优质的导学案能够使学生把可以自主理解完成的知识点与题目在辅导课上自主学习时解决，保证了课堂上师生有足够时间共同研究解决本节课的重点与难点，从而提高了课堂效率。（3）“353”高效课堂教学模式下的小组讨论、合作探究、展示点评等教学环节更有助于锻炼学生的胆量和表达能力，培养学生的团队合作精神。（4）“353”高效课堂教学模式实施多元化评价方式，更有助于调动学生的积极性。（5）对教师而言，“353”高效课堂教学模式在一定程度上能够减轻教师的负担，同时对教师提出了更高的要求，提升了教师的综合素质。同时，该模式的应用过程中也表现出一些问题，如课堂讨论展示的时间浪费等，需要进一步解决。更多还原

【Abstract】 The new curriculum reform implemented in China in1999demanded all for each student and closeattention should be paid to every student to form the foundation of students’ lifelong sustainabledevelopment. So traditional teaching mode reform and the creation of more appropriate teaching mode isthe main task of the educators, and the efficient “353” classroom teaching mode was born at the rightmoment. The learning process of this mode is refined into three stages including independent learning,cooperative learning and feedback learning, and the classroom teaching is divided into five steps asreaffirming the goal and finishing the guiding case, cooperating and exchanging within the group,questioning and commenting in the class, rebating the goal and rearranging the guiding case, making acompliance and summary. What’s more, time, ways and tasks are clearly stipulated for teachers toinvestigate learning situation so that students, as the subject of teaching-learning activity, will fully exercisetheir initiative, and so do teachers as the leading subject. However, research of the efficient “353”classroom teaching mode is relatively less at present.Based on the full study of the theoretical basis and the basic structure of the efficient “353” classroomteaching mode, the author took the biology teaching in senior high school for example to explore itsapplication effect and reasons through the method of questionnaire and interview. The results show that theefficient “353” classroom teaching mode is more wonderful to the students with better foundation whilemakes no significant difference with the poor students compared with the traditional teaching mode. Thereare five main reasons for the results. Firstly, it can offer students more time for independent learning.Secondly, the use of a good guiding case in the efficient “353” classroom teaching can help studentsthemselves to solve some problems independently to ensure that there is enough time to solve the key anddifficult point of the lesson, which, of course will improve the efficiency of study. Thirdly, groupdiscussion, cooperative inquiry, more comments displaying and so on of the "353" efficient classroomteaching mode are contribute to improve students’ courage and expression ability as well as the spirit ofcooperation. Fourthly, the diversified evaluation in the efficient “353” classroom teaching mode makesstudents better mobilize. Lastly, the burden on teachers will be eased and the overall quality of teachers will be improved as the more demanding standards to a certain extent. Meanwhile, there are also some problemsin the mode, such as the time-waste in classroom discussion and show, which need to be further solved.更多还原