【作者】 白晓茹；

【导师】 夏晓烨；

【作者基本信息】 河北师范大学 ， 学科教学， 2007， 硕士

【摘要】 新一轮基础教育课程改革要求改变课程实施过于强调接受学习、死记硬背、机械训练的现状,倡导学生主动参与、乐于探究、勤于动手,培养学生收集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。然而,目前中学生物课堂教学虽然已基本不再是“独白式教学”,但是与新课程标准的要求相去甚远,因而必须改变中学生物教学模式。对话型教学是改变生物教学现状的一种有效模式。从总体上看,近十几年来,国内外教育界已开始对对话型教学进行研究,但多集中在英语教学、语文教学中,对生物课堂对话型教学的研究非常薄弱。因此,本研究将站在前人研究的基础上,综合运用文献检索法、问卷调查法、访谈法、观察法、案例研究法、实验法等方法,对中学生物对话型教学的本质、要素与特征、立论依据、基本策略等进行比较系统深入的探讨。全文共分为七个部分。第一部分,研究的背景与研究价值。概述了对话教学产生的背景,描述并分析了中学生物教学的现状,阐述了本研究的理论价值与实践价值。第二部分,对话与对话教学。界定了对话、对话教学的涵义。阐述了对话教学的三要素是学生、教师、文本。中学生物对话教学具有对话教学的一般特征,即是民主的、平等的教学;是沟通的、合作的教学;是互动的、交往的教学;是创造的、生成的教学;是以人为本的教学。通过师生对话、生生对话、师生与文本对话、学生的自我对话、教师的自我对话等实践形式,来达到促进学生主体的自我建构和生命成长的目的。第三部分,对话教学的理论基础。界定了本质特征的生物对话教学有一定的理论基础做支撑。这些依据主要有:保罗·弗莱雷对话理论、马丁·布伯对话哲学思想、巴赫金的对话理论、建构主义学习理论、教学交往理论、后现代课程观。第四部分,对话型生物教学策略的开发。本文在研究其他学科对话型教学策略的基础上,结合生物科学的特性,在知识与能力统一、认知与情感互动、分层指导共同发展、课上课下结合、与实际生活相联系等原则的基础上,开发出了适合中学生物对话型教学的策略。提出了文本对话、师生对话、生生对话、反思对话等形式下的具体操作策略。第五部分,生物课堂实施对话教学策略的实践。综合运用问卷调查法、观察法、访谈法、实验法、案例法等多种方法,对开发出的对话型生物教学策略进行检验。以翔实的实验数据,说明对话型生物教学策略在提高学业成绩、增强学习兴趣、培养学生主体性品质、培养语言表达与交流能力等方面具有的优势。第六部分,对话型生物教学策略实施的反思。反思在对话教学实践中的问题,剖析对话教学实践问题产生的原因。第七部分,开展中学生物对话教学的建议。生物课堂教学需要进行对话教学,而生物教师的素质是实施对话教学的关键。因此,要想有效地开展对话教学,建议做好以下几方面的工作。第一,提高生物教师的素质;第二,重视对对话教学中的各种新理念、新概念的可行性研究;第三,以区域交流为纽带,完善中小学校教师的经验和学术交流机制。更多还原

【Abstract】 New curriculum reform in elementary education demands to change over-stressing the mechanical, stiff and human lacking teaching conditions in curriculum implement, in order to initiate the students’abilities of taking part in actions actively, discovering happily, collecting and processing information, obtaining new knowledge, analyzing and solving problems, exchanging and cooperating.Up to now the high school Biology teaching is almost not a kind of“monologue”, however, it is obviously far away from the New Curriculum Criterion. So we must change the high school Biology teaching patterns. Dialogue instruction teaching is an effective pattern to change the present conditions in Biology teaching. On the whole, there is too much study on dialogue instruction teaching in educational field home and abroad in recent years, which is focused on English teaching and Chinese teaching. The study on Biology Dialogue instruction teaching in high school is comparably weak. Therefore, the dissertation bases on researches of predecessors, using literal researches, questionnaires, interview, inspection, examples researches, test, etc. discussing the essence, factors, characters, the theories and the basic strategies of Biology Dialogue teaching in high school in a systematic and deep way.This dissertation consists of seven parts.Part one, the background and value of researches. The background of dialogue teaching is summarized; the present conditions in high school Biology teaching is described and analyzed; the value of theories and practice is at the same time elaborated.Part two, dialogue and dialogue teaching. The connotations of dialogue and dialogue teaching are definite; three factors in dialogue teaching are student, teacher and text.Biology Dialogue teaching in high school has the common characters, which are democratic and equal teaching, communicate and cooperate teaching; which are interactive and exchanging teaching, creative and productive teaching; which are a human- centered teaching. It is to attain the aims to promote self-constructing and self-maturing of students by some practice forms, such as teacher-student dialogue, student-student dialogue, teacher-text dialogue, student-text dialogue, students’self-dialogue teachers’self-dialogue etc.Part three, dialogue teaching theories. Biology dialogue teaching is supported by theoretical bases. The mainly theories include Paulo Frerie’s, Martin Bubber’s, Bahrain’s, etc.Part four, development of Biology dialogue teaching strategies. Based on other subjects’dialogue teaching strategies, combined with biology characters, unified the knowledge and abilities, interacted the cognition and feelings, linked with real lives, the dissertation explored suitable dialogue strategies in high school Biology. Some operative strategies, such as text dialogue, teacher-student dialogue, student-student dialogue, reflection dialogue, are presented.Part five, the practice of Biology dialogue teaching strategies. Many Biology dialogue teaching strategies, for instances, questionnaires, interview, test, examples researches, etc. are applied comprehensively. Detailed test data illustrate advantages in improving students’learning achievements, strengthening learning interest, cultivating student-centered qualities, promoting language expression and communication abilities, and so on.Part six, reflection on practice of Biology dialogue teaching strategies. The problems we must pay attention to and reasons must be dissected when practicing dialogue teaching.The last parts, suggestions on develop Biology dialogue teaching in high school. Biology classes need dialogue teaching and biology teachers’qualities are the key to practice dialogue teaching. Consequently, there are some aspects need to be done when developing effective dialogue teaching. Firstly, to improve the qualities of Biology teachers; secondly, to attach more importance to feasible researches on all sorts of new ideas and new concepts in dialogue teaching; thirdly, take regional communications as bands, to improve teachers’teaching experiences and teaching exchanging systems.更多还原