【作者】 王亚楠；

【导师】 曹道平； 张洁；

【作者基本信息】 山东师范大学 ， 教育（专业学位）， 2015， 硕士

【摘要】 个性化教学是当代教育发展的需要。随着义务教育的普及、经济发展水平的提高以及人们对教育问题研究的不断深入，学生的个性化发展得到了学校、社会以及家长的普遍认同，并且小班授课制的教学模式在我国正在积极的探索之中。由于受到遗传、环境等因素的影响，学生之间存在差异。因此，在传统的班级授课制中整齐划一的教学模式不能满足学生个性发展多元化的要求。研究试图以多元智能理论为理论指导，将个性化教学运用于《生物的生殖发育与遗传》主题的教学设计之中，试图探索初中生物学《生物的生殖发育与遗传》主题个性化教学设计的策略。文章包含六部分内容。第一部分是本文的引言，通过查阅文献了解国内外研究的现状，并通过访谈征询一线教师及学生的看法。第二部分阐述个性化教学的内涵。第三部分是个性化教学的理论依据及设计原则。理论依据包括霍德华加德纳的多元智能理论、新课程理念、人本主义理论。并提出了本主题进行个性化教学设计应遵循的原则。第四部分概括了初中生物学新课标中《生物的生殖发育与遗传》主题的主要内容，对本主题在初中生物学中的地位及作用进行了说明。第五部分《生物学生殖发育与遗传》个性化教学设计举例。依据初中生物学新课标的要求及笔者的理解将本主题的内容分为理论课、实验课以及实习课三种类型。其中理论课包括四个案例，实验课、实习课各一个案例。第六部分是本文的结语。将写好的教学设计与实习学校的生物组教师进行交流，征询一线教师的意见与看法。主要回顾本研究的过程，并对其进行总结，以说明对本文的创新点与不足。总体认为，本研究为中学生物学一线教师提供了可供借鉴的个性化教学设计范例。但由于条件限制本文仅仅是理论的研究和案例的设计，有待于进行实践。学生的差异是多方面的，然而本文仅仅从学生智能差异的角度进行了探究，仍需从其它角度进行完善。更多还原

【Abstract】 Individualized teaching is the need of the contemporary education development．With thepopularization of compulsory education，raising the level of economic development and thepeople of education problems deeply， the personality development of students by schools，parents and society generally recognized，and small class teaching system of teaching mode inour country are actively exploring．Influenced by genetic，environmental and other factors，thereexists stable differences between students．But in the traditional classroom teaching，teachingmode can not meet the development of students individuality uniform diversificationrequirements． This paper tries to take the theory of multiple intelligences theory as guidance，use the personalized teaching teaching design on reproductive development and geneticbiological theme，trying to explore the junior middle school biology "reproductive developmentand genetic" biological themes the individualization teaching design strategy．The article includes six parts.．The first part is the introduction of this article，throughunderstanding the current situation of domestic and foreign research through the literature,，andthrough the interviews for a line of teachers and students．The second part expounds theconnotation of the individualized teaching．The third part is the theoretical basis and designprinciples of personalized teaching．Theoretical basis including Howard Gardner’s theory ofmultiple intelligence, the new curriculum concept, humanistic theory．The theme and put forwardthe principle of the personalized teaching design should follow．The fourth part sums up thejunior high school biology curriculum in the development of the biological and genetic theme，the main contents of this topic in the position and role of the junior middle school biology．Thefifth part the example of reproductive development biology and genetic personalized teachingdesign．Accordance with the requirements of junior middle school biology new lesson mark andthe understand of me content of this subject can be divided into theory, experiment and practicelesson three types. Theory including four cases, experiment, practice lesson each one case. Thesixth part is the conclusion of this article. Put the teaching design to practice school biologicalgroup of teachers to communicate, consult a glimmer of teachers’ opinions and views. Mainly reviews the process of this study, and carries on the summary to show innovation points anddeficiencies of this article.Overall，this study provides an example of the individualization teaching design forreference for middle school biology teachers．But due to the limited conditions this study is onlyin theory, need to practice．The differences of the students are in many aspects，but this paperonly from the angle of different intelligence of students to explore，they still need to be perfectfrom other angles．更多还原