【作者】 吕媛；

【导师】 段巍； 匡治成；

【作者基本信息】 湖南师范大学 ， 教育硕士（专业学位）， 2017， 硕士

【摘要】 第三次科技革命使人类进入了信息时代,越来越多的信息技术被应用到教学当中,给教育活动注入了一股新鲜血液,为有效克服传统教学模式的弊端,提升教学水平提供了技术支撑。数码显微互动教学系统作为信息技术与课程整合理论的应用产物,已经越来越多地被引入到生物实验教学中,如何科学合理地将数码显微互动教学系统与生物实验教学进行整合,已是一线教学急需解决的问题。本文从高中生物实验教学入手,首先介绍了人教版高中生物实验教学的内容,分析了传统显微镜实验教学的不足,总结了数码显微互动教学系统的主要功能及其特点,论述了在高中生物实验教学中应用数码显微互动教学系统的必要性;其次,构建了基于数码显微互动教学系统的“问题—互动”教学模式,设计了以“植物细胞的吸水和失水”和“观察根尖分生组织的有丝分裂”为例的实验教学案例,阐述了在高中生物显微镜实验教学中运用数码显微互动教学系统的具体实施思路及步骤;最后,对同一教师授课、成绩接近的两个班分别对象开展基于数码显微互动教学系统的实验教学和使用传统显微镜的实验教学,通过设计测试试卷和调查问卷,获取两者在考试成绩、学生主观感受等方面的研究数据,通过对数据的统计分析,得出结论:基于数码显微互动教学系统的高中生物实验教学在提升学生学习积极性、提高实验教学的指导性和示范性、增强对学生学习过程的监控性和实现实验资源共享等方面明显优于传统显微镜实验教学。本文的研究成果对如何在高中生物实验教学中科学合理地使用数码显微互动教学系统,进一步优化教学模式,提高教学效果具有一定的指导意义。本文的创新之处在于梳理了数码显微互动教学系统的功能与特点,构建了基于数码显微互动教学系统的“问题—互动”教学模式,并设计了两个实验教学案例进行教学实践。通过分析案例的实施过程及教学效果,总结了基于数码显微互动教学系统的优势,探索了数码显微互动教学系统在生物学实验教学中的应用。更多还原

【Abstract】 The third technological revolution in the history brought us into the information age,in the field of education,information technology is applied to the teaching more and more,which is the technical basis to overcome the disadvantages of traditional teaching mode and improve teaching level.As a product of the integration theory of information technology and curriculum,the digital microscope interactive teaching system has been increasingly introduced into the biological experiment teaching activities.How to scientifically and rationally integrate the digital microscope interactive teaching system and the biological experiment teaching remains an urgent problem to solved in front-line teaching.Firstly,this paper introduce the PEP biological experiment teaching material for high school,analyze the deficiency of the traditional microscope experiment teaching,summarize the main function and characteristics of the digital microscope interactive teaching system,and demonstrate the necessity of digital microscope interactive teaching system in biological experiment teaching in high school.Secondly,I build the “Problem-interaction” teaching mode based on the digital microscope interactive teaching system,design the experiment teaching case of " the water absorption and dehydration of plant cells" and "the meristem mitotic of plant root tip ",and expound the ideas and steps to apply digital microscope interactive teaching system to the biological experiment teaching in high school.Finally,I chose two classes as experimental objects,which the students have the same teacher and the similar scores,one of them use the digital microscope interactive teaching systems to teach,the other use the traditional microscope experimental teaching.Through the design test and questionnaire of students in these two classes,I obtain experimental data of test scores and students’ feelings.Through the statistical analysis of experimental data,draw the conclusion: the high school biology experiment teaching based on the digital microscope interactive teaching system is better than the traditional microscope pattern,which can promote student learning enthusiasm,improve the guiding and demonstration of the experimental teaching,enhance the students learning process monitoring and implement the resources sharing.The results of this paper have some guiding significance to how to use the digital microscope interactive teaching system scientifically and rationally in high school biological experiment teaching,to further optimize the teaching mode and improve the teaching effect.The main innovation point of this paper is to comb the function and charateristics of digital microscope interactive teaching system,construct the “Probleminteraction” teaching mode based on the digital microscope interactive teaching system,and design two experimental teaching cases to practice.By analyzing the teaching implementation process and effect,this paper summarized the advantages of digital microscope interactive teaching system and explores the application of digital micro-interactive teaching system in biology experiment teaching.更多还原