【作者】 徐宜兰；

【导师】 曹道平；

【作者基本信息】 山东师范大学 ， 生物学课程与教学论， 2003， 硕士

【摘要】 顾巧英是我国著名的特级生物学教师。她从教40余年，一直努力寻求优化中学生物学教学的途径和方法。她不默守陈规，不安于现状，始终站在生物学教学改革的前列，在长期的教学实践中，形成了自己独特的教学风格和教育思想——“教活学活”思想。把它引入生物学教学论的研究体系之中，必将能改进和充实生物学教学论的课程建设。顾巧英对生物学教学内容、教学模式、教学方法等方面大都有自己独特的设想和尝试，其成功经验对当前的生物学课程与教学改革也将具有特殊的价值。顾巧英本人的专业成长过程对广大青年生物学教师而言，也是一笔非常珍贵的教育资源，对中学生物学师资培养无疑具有广泛的实践意义。 本论文正文共有五个部分。第一部分，对顾巧英的专业成长过程，从知能的积累与专业意识的萌芽、生物学教学的适应与职业意识的确立、“教活学活”的探索与教学风格的形成、教育思想的成熟与专业魅力的升华四个方面进行了评介；第二部分，在力求体悟顾巧英教育思想内涵的基础上，从“死”教材“活”人教、教“活”是为了学“活”、把“生物学”教成“生物学”三方面对其“教活学活”思想进行了理论梳理和阐释；第三部分，对顾巧英的备课、概念教学、实验教学、课外科技活动教学、启发式教学、直观教学、对学生学习兴趣与问题解决能力的培养等生物学教学改革与实践进行了较系统地归纳与总结；第四部分，对影响顾巧英专业发展的主要因素，从其人格力量、专业知能基础、专业发展的社会环境等方面对进行了理论分析；第五部分，在以上研究的基础上，进一步指出了顾巧英教育思想对我国生物学教学论课程建设及其专业发展与教学经验对我国中学生物学师资培养的理论和实践意义。 本论文属基础研究与应用研究相结合的综合研究，研究方法主要是访谈法和文献法。论文进行了效度检测，检验证明，笔者对顾巧英教育思想的领会、教学改革与实践的归纳、专业成长的叙述以及对影响她专业发展因素的理解是比较客观和准确的，可信度较高。更多还原

【Abstract】 Gu Qiaoying is a well-known special ranked biology teacher in our nation. Since she was engaged in teaching 40 years ago, she had always made an effort to go in quest of ways and methods to better biology teaching in middle school. She didn’t cling to established practices or be complacent with the existing state, and she had always been in the forefront of biology teaching reforms and developed her own teaching style andeducational idea-----the idea" teaching and learning vividly" in long-term biologyteaching practice. Introducing this idea to the study system of biology theory must improve and enrich its curriculum construction. Gu Qiaoying mostly had her own distinctive assumptions and attempts on biology content of courses, teaching models and teaching methods. Her successful experience has special value on the current biology curriculum and teaching reform. The growing up process of Gu Qiaoying herself is also a very valuable invisible educational resource on young biology teachers, and doubtlessly has broad practical significance on the biology teachers training.This thesis consists of five sections. The first, review Gu Qiaoying’s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea "teaching and learning vividly "and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. The second, on the base of striving to comprehend Gu Qiaoying’s educational ideas connotation, make a theoretical carding and interpretation on her "teaching and learning vividly" idea from three aspects which are the "dead" teaching material taught by "living" person , teaching vividly in order to learn vividly and teaching "biology" as "biology". The third, make a systematic induction and summary on Gu Qiaoying’s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students’ learning interest and the capacity of problem solving. The fourth, from her personality power, the base of speciality knowledge and capacity and the social conditions of speciality development, the writer make a theoretical analysis on the main factorswhich affected Gu Qiaoying’s development. The fifth, on the base of above studies, further point out the theoretical and practical significance of the educational ideas of Gu Qiaoying on our national curriculum construction of biology teaching theory and her speciality development and teaching experience on our national biology teacher’s training.This thesis is a comprehensive study which includes basic study and applying study, and the main study methods are talking method and documents method. In order to gurantee Gu Qiaoying’s educational ideas not be misundersdand or distorted, the writer made a validity inspection on this paper. The inspection proved that the writer’s comprehension on Gu Qiaoying’s educational ideas, induction on her teaching reform and practice, narration on her development in speciality and analysis on the factors which had affected her development are comparatively objective and accurate. The reliability is comparatively high.更多还原