高中生物教学中自主创新性教学实验研究.pdfVIP

Abstract Autonomousinnovationalteachingisanewteachingmethodandlearningsytlethatispursued inthepresentcurriculumreform.Itisbasedonstructuralismanditgivesprominencetotheautonomy, situationandinnovationofthestudentsstudy.Ithasthefollowingcharacteristicsinstudy:(1) purposefulstudy;(2)selectivestu勿;(3)innovationalstudy;(4)self-controlinstudy;(5)cooperative study.Ithasthefollowingcharacteristicsinteaching:(1)showingthestudentscorpusposition;(2) realizingthestudentsindependentthinking;(3)promptinglearningabiliyt;(4)establishingequal sutdyrelationofdemocracybetweenteachersandstudents;(5)developingthestudentsinnovational abilities.ThisexperimentbeganrfomNovember,2001.Inthisexperimentwechoosestudentsin Gradethree,andcurvythestudentswhoattendedtheexperimentclasshadnodifferencesin academicrecords,sutdyinterestsandinnovationalabilitiesrfomthoseattendedthecontrolclass,and weusedtheblindexperimentmethodstoeliminatetheemotionalinfluenceontheexperiment.The designoftheexperimenttriedtobeguidedbystrucutrallearningtheory,aimatdeveloping autonomousinnovationalsutdy,andgreatlyimprovetheresultsofbiologyteachingbybuildinga classroomteachingsystemofembodyingthediversificationofteachingmeans,theopennig characteristicoftheteachi咭 spaceandtheautonomyofsutdentssutdy.Thedesignofthe experimentalsotriedtoexploretheeffectivewaysandconcretemeasuresofimprovingtheresultsof biologyteachingaccordingtothecharacteristicsofthephysiologicaldevelopmentofthestudents, explorethefeasibiliytoftheinvestigationofbiologyteachinginseniorgradethreeunderthepressure oftheuniversiytentranceexaminationandthepointofentrybetweentheexamination-taking educationandall-roundeducation.Theexperimentindicatesthatautonomousinnovationalteaching cansrtengthenthestudentsinterestinstudyandimprovethestudentsacademicrecordsandthe teachersstandardsofteachingtheoryandpracticalskills.Carryingoutautonomousinnovational teachinginseniorhighschoolsnotonlyimprovesthestuden