生物课堂不同组织结构对高中生学习过程的影响研究

【作者】 张昊；

【导师】 潘宝平；

【作者基本信息】 天津师范大学 ， 教育（专业学位）， 2013， 硕士

【摘要】 传统的生物课堂多采用“秧田式”的组织形式,即全体学生面向老师。这种课堂虽然有利于知识的高效率传授,但明显有碍于学生之间的交流,不易于调动课堂的气氛和学生的积极性,而且可能会影响学生在学习过程中探究能力的发展。为了使学生具有适应21世纪社会、科技、经济发展所必备的素质,结合我国新一轮基础教育改革对学生学习的过程与方法、情感态度及价值观的培育要求,本研究在参考了国内外相关课程理论和教学实践案例基础上,设计出了生物课堂以小组讨论为主学习组织形式,让学生面对面地充分交流讨论,在主动探索问题过程和积极合作的基础上获得知识并培养学习能力。旨在使学生能够在积极的、充满兴趣的和谐集体中主动学习,并且适应新课程改革的需要。文章通过对比分析不同的课堂组织结构对学生学习过程的影响,以说明小组讨论式的课堂结构和传统的“秧田式”的课堂结构实施效果方面的差别。试验样本源于辽宁省大石桥市第一高级中学高二27、28两个自然班级学生,其中27班设定为实验班,采取小组形式的课堂结构进行教学干预；28班为对照班,采取传统的教师讲授式课堂结构进行教学。鉴于本研究的内容是学生的学习过程,而学生的学习过程包括认知学习和非认知学习两个子系统。其中认知学习系统采用学生的学业成绩进行评定。非认知学习系统以学生学习兴趣、适应性、自我效能感量表测量学生试验前后的数据变化。实验前,研究者对两个班级学生的学业成绩、学习兴趣、适应性、自我效能感的量表进行了测量。经SPSS软件统计分析后发现没有显著性差异。经过一个教学单元的教学实施后,测量结果发现,实验班的学业成绩为69.70分,对照班的学业成绩是62.25分,经统计学检验出现显著差异(P<0.05)。说明小组形式的课堂结构教学在一定程度上能够提高整体学生的学业成绩。经进一步数据分析后发现,前测成绩较差的学生在教学试验后成绩有了大幅度的提高,而成绩较好的学生则没有明显差别。另外,实验班学生在学习兴趣量表中的平均分达到62.29分,对照班的平均分为58.55分,经统计学检验后两者存在着显著差异(P<0.05)。这说明小组形式的课堂教学能够激发学生对生物课的学习兴趣。实验班学生在学习适应性量表中的平均分是58.30分,而对照班的平均分是58.95分,经统计学检验没有出现显著性差异(P>0.05),说明仍有一定数量的学生不完全适应小组形式的课堂教学。实验班学生在自我效能感的量表中的平均分是46.48,对照班的平均分是38.33,两者存在显著差异(P<0.05)。这说明小组形式的课堂教学可以普遍提高学生的自我效能感。总之,小组形式的课堂教学相对于传统形式的课堂教学对于学生学习过程的主要因素能够产生正向影响。研究结论认为；小组形式的课堂组织结构是一种人性化并在一定条件下可行的教学组织方式,它更加关注学生之间的合作与协调发展,并且对学习过程的主要因素能够产生积极影响。通过研究者的课堂教学实践证明,不是所有类型的生物课程都适于小组形式的课堂教学,对于高度抽象或逻辑性较强的生物课程内容要相当谨慎,尤其要考虑到我国学生长期受传统课堂教学熏陶所产生的惯性,对新型课堂组织结构需要一定的适应期。因此,在生物教学实践中要根据不同教学内容和学生的心理发展特点灵活运用。更多还原

【Abstract】 The traditional biology classroom mostly adopts "rice seedling bed" organizational structure, i.e. all students face the teacher. This classroom hinders the communication among students, goes against the mobilization of classroom atmosphere and students’enthusiasm and influences the cultivation of students’ investigation ability in the learning process. To allow students to have the quality required for adapting to social, technological and economic development in the21st century, this research designs a learning organization form-group discussion in biology classroom on the basis of referring to domestic and foreign related theories of course and practical case in combination with the learning process and method and the cultivation of students’emotional attitude and value in the new basic education reform of China, allowing students to communicate and discuss with each other face to face, obtain knowledge and develop learning ability on the basis of active exploration and positive cooperation and learn actively in a positive and harmonious group full of interest so as to meet the requirement of new curriculum reform.This paper discusses the influence of different classroom organizational structures on students’study process and conducts a comparative analysis on group discussion classroom structure and the traditional "rice seedling bed" classroom structure. Test samples are students in Class27and Class28in Senior Two of the First Senior High School in Dashiqiao, Liaoning. Class27is set as experimental class in which group discussion classroom structure is adopted for teaching organization. Class28is control class in which the traditional "rice seedling bed" classroom structure is used for teaching. The content of this research is students’study process which includes two subsystems-cognitive learning and non-cognitive learning. Cognitive learning system conducts evaluation with students’academic performance. Non-cognitive learning system measures the change of student data before and after test with students’learning interest, adaptability and self-efficacy scale.Before test, the researcher measured the academic performance, learning interest, adaptability and self-efficacy of students in both classes. No significant difference was found after statistical analysis with SPSS software. After the implementation of teaching of a teaching unit, the measuring result found that the academic record of the experimental class was69.70and that of the control class was62.25. Significant difference was found through statistical test (P<0.05). This shows that the classroom structural teaching in the form of group can improve students’academic record to a certain extent. However, it was found from the record that students having a poor record before test had a greatly improved record after test, while students having a good record didn’t make significant improvement. The average score of students in the experimental class in the learning interest scale reached68.58and that of students in the control class was54.95. Both had a significant difference (P<0.05) after statistical test. This shows that the classroom teaching in the form of group can arouse students’ learning interest in biology class. The average score of students in the experimental class in the learning adaptability scale reached58.30and that of students in the control class was58.95. There was no significant difference (P>0.05). This indicates that the classroom teaching in the form of group doesn’t have significant influence on students’learning adaptability. A certain number of students are unaccustomed to such classroom teaching organization form. The average score of students in the experimental class in the self-efficacy scale was46.48and that of students in the control class was36.33. Both had a significant difference (P<0.05). This shows that the classroom teaching in the form of group can generally improve students’ self-efficacy. In conclusion, compared to the traditional classroom teaching, the classroom teaching in the form of group can produce positive influence on main factors of students’study process.Research conclusions consider that the classroom organizational structure in the form of group is a humanized teaching organization form which is feasible under certain conditions. It pays more attention to the cooperation among students and their coordinated development and has positive influence on major factors of the learning process. However, not all types of biology course can adopt the classroom teaching in the form of group. Care should be taken for highly abstract or strongly logical biology course contents. Consideration should be especially given to Chinese students’ adaptability to such teaching organization. It should be applied flexibly according to practical teaching contents and students’psychological development characteristics.更多还原