【作者】 王伟伟；

【导师】 曹道平；

【作者基本信息】 山东师范大学 ， 课程与教学论（生物）， 2016， 硕士

【摘要】 生物学作为一门学校课程,分担着提高学生生物科学素养的重任。体验式学习理论因其注重学生主体地位,让学生在情境中充分进行“身心脑”的体验,能使学生获得知识能力情感发展的优势而备受关注。本文运用文献研究法、比较法和访谈法,以“生物学体验式学习”为研究对象进行研究。首先,梳理与分析了关于体验式学习的研究,发现了目前研究的成果与不足,明确了本文的研究意义。其次,从概念界定、特征剖析、理论基础、遵循的原则等方面对生物学体验式学习做了本体性说明。再次,从生物学体验式学习的准备、实施方案的设计、体验式学习的评价方法三个方面系统的阐述生物学体验式学习的设计流程:通过分析体验学习内容和体验学习主体,从而制定体验学习目标,回答学生“已有什么”和教师“应教什么”;通过选择合适的体验学习情境、体验学习方法和体验学习媒体,进而设计出合适的体验学习实施过程(创设情境,导入体验;提出问题,促进体验;分析问题,加深体验;合作交流,解决问题;归纳迁移,主动应用),以此来回答“如何学”才能实现体验学习目标;通过选择合适的体验学习评价方法,帮助教师和学生确定实现体验学习目标的程度。最后,根据本文内容对生物学习中常见的三种课型(新授课、复习课、实验课)设计了体验式学习案例,并将研究结果(生物学体验式学习案例)呈现给生物学教学法老师、教研室研究员、中学教师,根据反馈信息,修正和完善本文。综合研究发现:生物学体验式学习的设计是一项系统工程,需要综合考虑前后各个环节,虽然本文对各个环节逐一阐述,但它们是不可分割的统一整体;生物学体验式学习的设计包含生物学体验式学习的准备、生物学体验式学习实施方案的设计、生物学体验式学习的评价三个阶段;设计生物学体验式学习时不必将每个阶段中各个环节全部列出,教师可根据实际情况灵活选择,自主创新。在文章结尾说明了生物学体验式学习的几个问题,指出了本研究的不足之处,并对有关问题进行了展望。更多还原

【Abstract】 Biology was a subject which undertaking the important task to improve students’ biological science literacy. Experiential Learning Theory had been attracted much attention, students were the master in the context, both body and heart were used to improve knowledge, ability and emotion.Three methods were used in this paper, they were documentation method, comparative sideglances and interview method. Biological Experiential Learning was the research object of this paper. Firstly, the history of Experiential Learning Theory and the current research situation of Experiential Learning Theory were analysed. The existing research results and disadvantages were pointed out. Secondly, Biological Experiential Learning’s concepts were definited. some characteristics were summarized. the clarification of theory and principles were illustrated. Thirdly, the process of Biological Experiential Learning was analysed, which could been divided into three stages: the preparation of Biological Experiential Learning, the design of implementation plan and the evaluation method of Experiential Learning. Through the analysis of experiential learning content and experiential learning subject, formulate the experience learning objectives, to elaborate “what should be taught”. The choice of appropriate experience learning situations, the methods of experience learning and experience learning medias, and design the appropriate experiential learning implementation process. There were create situations, import experience; put forward problems, promote the experience; analyze problem, deepen the experience; cooperation and exchange, solve problems; induce migration, active application. In order to elaborate “how to learn”. the evaluation was how to judge teaching effect,which means the determination of teaching evaluation. Finally, the paper designed some cases of three biological major class types, which included the new teaching class, the recitation class and the experiment class. The author used interview method and presents the research results. the cases of Biological Experiential Learning were presented to university professors, high school senior teachers and teaching researchers. The author combed with the experts and teachers’ comments, the article was revised and perfected.Above of all research suggests that the design of Biological Experiential Learning was a system engineering and it should been considered all aspects. this paper describes each link of Biological Experiential Learning, but they were the integral whole. The design of Biological Experiential Learning included three stages, preparation of biological experiential learning. The design of implementation and the evaluation method of experiential learning were important. In addition, while teachers designs teaching, they needn’t design all elements, teachers chosed according to the actual situation, independent innovation. At the end of this paper,the author analyses the limits of Biological Experiential Learning and points out the deficiency of this study and possible research directions in the future.更多还原