生物学课堂教学中实施研究性学习的研究

【作者】 郭永峰；

【导师】 张祥沛；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 2001年4月，国家教育部颁布了《普通高中研究性学习实施指南(试行)》，标志着研究性学习课程，作为综合实践活动课程的组成部分之一，已被纳入基础教育课程体系。这被公认为我国当前课程改革的一大亮点。开设研究性学习课程的实质，是倡导研究性学习这种学习方式。作为一种学习方式，“研究性学习”是渗透于学生的所有学科、所有活动之中的。而学科的课堂教学是学生学习的主阵地，学习方式的改变最终还得落实到课堂教学中去。因此，研究如何在生物学课堂教学中渗透研究性学习，具有重要的意义。目前，对于在生物学课堂教学中开展研究性学习的研究还比较薄弱，未见有系统的报道。但已有的成果都证明了研究性学习对生物学课堂教学具有促进作用。因此，在今天新课程实施中，我们不能因为有了特定的研究性学习课程而忽视本源的、作为人的一种学习方式的研究性学习。大力提倡研究性学习，首先要强化的是作为一种学习方式的研究性学习在生物学课堂教学中的渗透。生物学作为一门以实验为基础的研究生命现象的本质及其活动规律的自然科学，其内容具有广博性和开放性，在生物学课堂教学中渗透研究性学习具有得天独厚的条件。只要教学处理得当，教学内容既能帮助学生找到问题的切入点，又能为研究活动提供坚实的基础，支持学生研究性学习的开展。综上所述，我们可以看出在生物学课堂教学中实施研究性学习不仅具有重要的意义，而且还具有现实的可操作性。笔者的毕业论文“生物学课堂教学中实施研究性学习的研究”运用系统方法、文献研究法、准实验法等多种研究方法，通过对生物学课堂教学中实施研究性学习的教学目标、内容、模式和评价的设计以及实施的途径和方法等的研究，提出了在实际教学中操作性强的方案，以期能对生物学课堂教学理论与实践有一定的指导和借鉴作用。 论文的基本内容共包括五个部分。第一部分是研究性学习概述。从理论层面阐述了研究性学习的内涵和基本特征、生物学课堂教学中实施研究性学习的意义、生物学课堂教学中实施研究性学习的理论基础和研究性学习的历史发展，并对与研究性学习相关的几个概念进行了界定。第二部分是生物学课堂教学中实施研究性学习的前期设计。系统地论述了生物学课堂教学中研究性学习教学目标的确定、教学内容的选择、教学模式的构建和教学评价指标体系的建立四个方面。第三部分是生物学课堂教学中实施研究性学习的运行机制。从实践层面阐述了生物学课堂教学中实施研究性学习的教学原则、教学策略、实施途径和方法，以及实施研究性学习对生物学教师素质的要求。第四部是生物学课堂教学中实施研究性学习的实证研究。通过北京燕山地区程序探索教学的实验研究和浙江省浦江中学生物学实验开展探究性教学的研究，证实了生物学课堂教学中实施研究性学习对生物学教学的促进作用。第五部分提出了生物学课堂教学中实施研究性学习的局限性及需要注意的问题。更多还原

【Abstract】 In April, 2001, A Guide to the Research-based Learning for General Senior High School (for trying out) was issued by the National Education Department, which indicates that the curricula of research-based learning, as one of the components of integrated practical activity curricula, are categorized into the system of fundamental education curricula. The fact is accepted as one of the great achievement of curricula reform.The substance of the research-based learning curricula is to implement the learning manner based on research. As a way for learning, research-based learning is involved into students’ all kinds of subjects and activities. On the other hand, since classroom teaching and learning is the mam channel for students to learn, the change of learning method has to be carried out in classroom. Consequently it has great significance to study how to put research-based learning in biological classroom into practice.Presently the study of putting research-based learning in biological classroom into practice is relatively weak, as a result of the few publications of the systematic study. Nevertheless the established achievements have testified that research-based learning plays a positive role in biological classroom. Therefore we should not neglect research-based learning as a fontal learning way for human beings because of the existence of the particular research-based learning curricula in implementing new subjects.To advocate research-based learning, the first thing we should emphasize is to comprehend research-based learning in biological classroom. As an experiment-based nature science that studies the essence of life and its principles, the content of biology is extensive and opening. Therefore it has advantaged conditions to implement research-based learning in biological classroom. So long as teachers employ it appropriately, the teaching content cannot only help students to find starting points for some problems, but also provide solid foundation for some research, and assist students to carry out research-based learning.From what has been mentioned above, we may find that it has not only great significance, but also practical maneuverability to implement research-based learning in biological classroom. On the base of the study of theteaching purposes, contents, models, evaluations and implementing approaches in the process of putting the research-based learning in biological classroom into practice, with numerous research methods such as systematic method, literature investigation method, and simulative experimentation employed, my dissertation for M. A. degree, which is titled A Study on the Implementing of Research-Based Learning in Biological Classroom, puts forth a scenario with strong practical maneuverability to bring profit to the teaching theory and practice of biological classroom.My dissertation is composed of five parts. Part one is the review of research-based learning, which expounds the meaning and the basic features of the research-based learning, the significance, the theoretical basis and the historical development of implementing it in biological classroom from theoretical point of view. Meanwhile it defines several related concepts.The second part is devoted to the prophase project in implementing research-based learning in biological classroom. It discusses systematically the establishment of teaching purposes, the selection of teaching contents, the construction of teaching models and setting up of the evaluation of teaching. The next part deals with functioning mechanism. It describes the teaching principles, teaching strategies, implementing approaches and the requirements for teachers in carrying out research-based learning in biological classroom from practical point of view.Demonstrating experiments about research-based learning in biological classroom are conducted in the fourth part. Based on the experiment of procedure exploring teaching carried out in Yanshan, Beijing, and the biological experiment in Pujiang Middle School, Zhejiang, we come to the conclusion that更多还原