發(fā)布時(shí)間：2018-05-23 06:39

  本文選題：初高中生物學(xué) + 課程標(biāo)準(zhǔn)　； 參考：《湖南師范大學(xué)》2015年碩士論文

【摘要】：引起初高中生物教學(xué)銜接問題的原因有很多,其中就包括課程標(biāo)準(zhǔn)和生物學(xué)教科書。對(duì)課程標(biāo)準(zhǔn)和生物學(xué)教科書展開銜接研究,有利于高中生物教師正確領(lǐng)會(huì)教科書編寫者的意圖并提出銜接教學(xué)建議。論文首先對(duì)初高中生物學(xué)課程標(biāo)準(zhǔn)進(jìn)行比較分析,發(fā)現(xiàn)二者在課程性質(zhì)、課程理念上是一致的,存在遞進(jìn)和銜接關(guān)系。課程設(shè)計(jì)思路重視學(xué)生的發(fā)展和社會(huì)的需求。課程目標(biāo)的設(shè)定具有較好的銜接性,高中目標(biāo)是對(duì)初中目標(biāo)的深化和提高。課程內(nèi)容上相同的內(nèi)容數(shù)量不多,呈互補(bǔ)關(guān)系。教科書編寫建議強(qiáng)調(diào)通過安排學(xué)生活動(dòng)來培養(yǎng)學(xué)生的能力,高中明確指出探究活動(dòng)是教科書內(nèi)容的重要組成部分。然后用對(duì)比分析法比較新人教版初高中生物學(xué)教科書的內(nèi)容,主要從以下5個(gè)方面進(jìn)行了比較:(1)編寫體例:有高度的相似性和銜接性,有利于學(xué)生自主閱讀。(2)知識(shí)內(nèi)容:相同的內(nèi)容數(shù)量不多,實(shí)現(xiàn)了知識(shí)互補(bǔ),初中知識(shí)為高中學(xué)習(xí)進(jìn)行了鋪墊,有較好的銜接點(diǎn)。(3)圖像系統(tǒng):插圖數(shù)量充足,有利于學(xué)生的理解與學(xué)習(xí),但有些插圖內(nèi)容不完全統(tǒng)一,還有一些重復(fù)的插圖。(4)作業(yè)系統(tǒng):題量、題型設(shè)置有梯度,銜接較好,但習(xí)題的落實(shí)和評(píng)價(jià)還存在問題。(5)實(shí)驗(yàn)活動(dòng):實(shí)驗(yàn)類型銜接很好,初中介紹了很多科學(xué)方法、實(shí)驗(yàn)方法,高中提高了探究性、操作性實(shí)驗(yàn)的比例。但有些實(shí)驗(yàn)的實(shí)施存在實(shí)際困難。因此建議國(guó)家制定課程標(biāo)準(zhǔn)時(shí)應(yīng)充分考慮教育國(guó)情、各個(gè)學(xué)校的教學(xué)條件,使課程標(biāo)準(zhǔn)能更好地指導(dǎo)教科書的編寫,使教師和學(xué)生更好地落實(shí)課程目標(biāo)。教科書的編寫要充分考慮可行性、操作性,圖像系統(tǒng)要加強(qiáng)原創(chuàng)性,減少重復(fù)性。習(xí)題落實(shí)情況和評(píng)價(jià)要有可控性。實(shí)驗(yàn)活動(dòng)的設(shè)計(jì)要加強(qiáng)可實(shí)施性。
[Abstract]:There are many reasons for the convergence of biology teaching in middle and high schools, including curriculum standards and biology textbooks. It is helpful for senior high school biology teachers to correctly understand the intention of textbook writers and put forward some suggestions for linking teaching. Firstly, this paper makes a comparative analysis of the curriculum standards of junior high school biology, and finds that they are consistent in the nature and concept of curriculum, and there is a progressive and cohesive relationship between them. The course design thought pays attention to the student's development and the social demand. The setting of curriculum goals has a good connection, and the high school goal is to deepen and improve the junior high school goals. The amount of the same content is not much, and it is complementary. The textbook preparation proposal emphasizes the training of students' ability by arranging students' activities, and the high school clearly points out that inquiry activity is an important part of the textbook content. Then we compare the contents of junior high school biology textbooks with comparative analysis, mainly from the following five aspects: there is a high degree of similarity and cohesion. The same content is not much, and the knowledge complement is realized. The junior middle school knowledge paves the way for the senior middle school learning, and has a better connection point. 3) Image system: the number of illustrations is sufficient, It is good for students to understand and study, but some illustrations are not completely unified, and others are duplicated illustrations. But there are still some problems in the implementation and evaluation of the exercises: the experiment types are well connected, the junior middle school introduces a lot of scientific methods, experimental methods, and high school improve the proportion of exploratory and operational experiments. But there are some practical difficulties in the implementation of some experiments. Therefore, it is suggested that the national curriculum standard should take into account the national conditions of education and the teaching conditions of each school, so that the curriculum standard can better guide the compilation of textbooks and enable teachers and students to implement the curriculum objectives better. The compilation of textbooks should take full account of feasibility, maneuverability, and image system should strengthen originality and reduce reproducibility. Exercise implementation and evaluation should be controllable. The design of experimental activities should be more implementable.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 楊王軍;;如何處理好初高中生物的銜接[J];阿壩師范高等專科學(xué)校學(xué)報(bào);2007年S1期

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本文編號(hào)：1923662