初中生物课堂师生互动教学策略研究

【作者】 刘燕；

【导师】 张迎春； 李高峰；

【作者基本信息】 陕西师范大学 ， 课程与教学论， 2018， 硕士

【摘要】 教师的“教”与学生的“学”共同构成了教学活动。在教学过程中,学生是主体,教师起主导作用,二者的双向交流使教学活动形成统一整体。课程和教学改革明确要求教师在教学过程中要与学生积极互动、共同发展。而国内外教育界已有对互动教学的研究多集中于理论领域,且多体现在外语、语文等学科教学中,对生物课堂互动教学的研究非常薄弱,尤其缺乏针对初中生物课堂的师生互动教学实践研究。本研究基于前人研究的基础上,综合运用文献研究法、教育实验法、课堂观察法、问卷调查法以及访谈法,对初中生物课堂师生互动教学策略进行了比较系统深入的探讨,具体包括以下三个方面:首先,运用文献研究法,梳理师生互动、教学策略等相关概念,概述国内外师生互动相关研究现状,分析师生互动教学的理论基础;其次通过课堂观察及教师访谈,调查初中生物课堂教学各个环节的师生互动中存在的问题,并努力从实践层面提供有效促进初中生物课堂师生互动的教学策略;最后将其应用到笔者所教的两个平行班级进行对比教学。在遵循单一变量和对照组原则的前提下,随机将两个班级分成两组即实验组和对照组,以前测成绩为起点,实验组实施师生互动教学策略,而对照组实施常规教学策略。在教学实践后,通过课堂观察、学业考试、问卷调查及学生访谈的形式了解学生的学习兴趣、学业成绩、合作交流能力等方面的变化,对师生互动教学效果进行客观合理的评价。教学实践所得数据表明:利用初中生物课堂师生互动教学策略开展教学,有利于激发学生参与课堂的积极性;提高学生的学习兴趣;改善课堂民主性;提高学生的合作交流能力。在此基础上,学生的生物学习成绩也在一定程度上得到了提高。此外,实验班学生在主体性品质维度的得分与对照班在统计学上没有显著性差异,即没有达到预期的效果。但由学生的反馈评价可知,采用初中生物课堂师生互动教学策略进行教学,学生参与互动活动的积极性提高了,大部分学生能够接受并喜欢这种教学策略,认可该教学策略有利于转变师生关系,培养自主学习能力,这也再次证明了初中生物课堂师生互动教学策略的实施达到了良好的教学效果。因此,笔者认为在初中生物课堂教学中,应该逐步推进师生互动教学策略的落实,从而使初中生物课堂教学更加符合新课程改革的要求。当然,在该策略的实践过程中也出现了诸多问题,笔者也一一列出进行反思,并从教育局、学校、教师和学生四个方面提出了相应的建议,希望为互动教学策略的后续研究提供一定的借鉴。更多还原

【Abstract】 Teaching,an unique activity of talent cultivation,is composed of "teaching" and"learning".In the course of teaching,students play the main role and teachers play the leading role.It is the two-way communication between teachers and students that unifies teaching activities.Curriculum and teaching reform make it clear that teachers should interact actively with students for mutual development in the course of teaching.Previous educational research of interactive teaching focuses on the theoretical field at home and abroad,especially in foreign language,Chinese and other subjects.So the research on the interactive teaching of biology is very thin.In particular,it lacks the practical research on the teacher-student interactive teaching of biology in junior middle school.Based on previous research,a comparatively systematic and in-depth study of teacher-student interactive teaching strategies was conducted by combining the methods of literature research,education experiment,classroom observation,questionnaire survey,case analysis and interviewing.Specifically,it included the following three aspects.First of all,the literature research method was used to analyze the relevant concepts such as teacher-student interaction,teaching strategy,etc.and summarize the current research situation of teacher-student interaction at home and abroad,analyze the theoretical basis and the principle of teacher-student interaction teaching.Secondly,the author investigated the problems that exist in the interaction between teachers and students in all stages of biology classroom teaching in junior middle school through classroom observation and teacher interviews,then designed feasible and effective teacher-student interactive teaching strategies;Finally,the strategies were applied to two parallel classes taught by the author for contrast.Following the principle of contrast and single variable,the two classes were randomly divided into two groups named the experimental group and the control group.Under the premise of same test scores,the test group performed the teacher-student interactive teaching strategies,and the control group carried out conventional teaching strategies.In the course of teaching,students’learning interests,academic achievements,cooperation ability,etc.could be evaluated through classroom observation,academic examination,questionnaire survey and students’ interview so as to make an objective and rational assessment of the interaction between teachers and students.The data obtained from the teaching practice shows that the teacher-student interactive teaching strategies of biology in junior middle school is conducive to the active classroom atmosphere and the improvement of classroom democracy;the enthusiasm of students to participate in the classroom,the cultivation of students’interest in learning,and the improvement of students’ cooperation and communication skills;students’ biological learning performance has also been improved to some extent.In addition,there was no statistically significant difference between students’ scores of the experimental class and the control class in the dimension of subjective quality,that was to say the expected results were not achieved.However,it was known from the students’ feedback that the students’ participation rate in interactive activities in biology classroom teaching has increased with the use of interactive teaching strategies.Most students accepted and liked these teaching strategies,and recognized that the teaching strategies were beneficial to improving the relations between teachers and students and cultivating autonomous learning ability.It proved once again that teaching strategies of teacher-student interaction for biology in junior middle school have achieved good results.Therefore,I believe that the implementation of the teacher-student interactive teaching strategies should be promoted step by step for the biology teaching in junior middle school,so that the biology teaching is more in line with the requirements of the new curriculum reform.Of course,there were many problems in the practice of the strategies.This paper listed them one by one for reflection,and put forward corresponding teaching suggestions from three aspects of schools,teachers and students,hoping to provide some reference for the follow-up study of interactive teaching strategies.更多还原