中学生物习题课“说题”教学法的研究与实践.pdfVIP

摘 要 传统的生物习题课授课方式是老师讲，学生听，老师讲得多，学生独立思考、主动钻 研的机会少，致使学生学习的积极性和主动性没有被调动起来，学习效率不高，动手能力 较弱。在大力推进课程改革和实施素质教育的今天，这种教学模式已不再适应时代的要求。 为了充分调动学生学习的积极性和主动性，提高学习效率，加强动脑动手动口能力， 并最终形成一种新的适应当前生物习题课讲评要求的教学模式，为中学生物教学改革注入 一丝活力。我首先查阅了国内外相关的文献资料，了解了当前课堂“说题”研究的现状， 并学习有关习题课上如何激发提高学生学习主动性的理论与经验，明确“说题”教学法的 内涵和外延，然后采用访谈、问卷和测验的调查方式去广泛征求教师和学生的意见和建议， 明确生物习题课教学中存在的问题以及师生对习题课的改革的期望，分析综合后获得第一 手资料，最终通过实验探究习题课说题的可行性及效果。 通过实验探究最终形成了一种新的适应当前生物习题课讲评要求的教学模式，与传统 的生物习题课教学模式相比，该模式能够充分调动学生学习的积极性和主动性，最大限度 激发和提高学生学习生物学的兴趣和动机，培养学生主动探索问题和解决问题的能力；形 成良好的学习习惯和掌握科学的学习方法，提高学习成绩。 关键词：习题教学、学生“说题”、自主参与 I Abstract The traditional biology teaching mode: The students only listen when the teacher is giving the lecture. The teacher talked a lot so the students lack the opportunity of thinking independently and researching actively so students learning enthusiasm and initiative was not mobilized and the learning efficiency is not high and they have a poor practical ability. Today we are vigorously promoting the curriculum reform and the implementation of quality education today so this kind of teaching mode can not adapt to the requirement of the times. In order to fully mobilize the enthusiasm and initiative of the students learning to improve learning efficiency, strengthen the ability of doing things by themselves, and eventually form a new teaching mode adapting to current biological recitation commenting requires, my aim is to inject a glimmer of vitality for secondary school biology teaching reform. First of all, I consulted the relevant documents at home and abroad to understand the current class. Then I understood the problems of the research of the class of solving questions themselves. I learned how to motivate the recitation to