【作者】 姚巧斌；

【导师】 刘剑秋；

【作者基本信息】 福建师范大学 ， 教育， 2003， 硕士

【摘要】 主体性教育是近年来我国教育改革与发展研究的重要课题，是当前我国实施素质教育的核心问题，符合世界教育改革的潮流。本文对主体性教育理论及实验探究教学模式理论进行了较为深入的探讨。作者认为，着力推行实验探究教学模式，是促进学生主体性发展的有效手段。 作者从2000年7月至2002年7月进行了为期两年的课题实践。根据实验探究教学模式的原则，采用等组实验的方法，在实验班开展实验探究教学，激发学生主动参与，学会观察，学会提问，学会探究，在探究中通过思维加工，对实验现象进行分析与研究，进而发展学生的主体性。作者在课题实践中，对学生的学业成绩采用Z检验进行检测，对学生的主体性特征进行调查分析，同时对学生的实验探究技能也做了测试。 结果表明：在高中开展生物实验探究教学有助于促进学生主体性的发展。更多还原

【Abstract】 Subjective education has been an important task of education reform and development in our country recently, which is the current core of quality education enforcement in our country, which also accords with the world trends of education reform. In this article, the author makes further discussions on the theory of subjective education and the theory of the teaching mode of exploration through experiments. The author argues that the teaching mode of exploration through experiments is an effective method to promote the development of students’ subjective character.Between July 2000 and July 2002, the author had conducted researches on the teaching mode. According to the principles of the teaching mode, students are divided into groups while conducting tests. At the same time, students are asked to be actively involved in the tests and taught to observe, raise questions and explore. During the exploration the students make analyses and researches on the phenomena of the tests by thinking processes. In this way, the subjective character of students is greatly developed. During the research and practice, the author has not only tested the scores of the students with "Z checkout", but also analyzed the subjective character shown by the students and tested the skill of exploratory of the students.All prove that the teaching mode of exploration through experiments helps promote the development of the subjective character of senior students.更多还原