《支架式教学模式下中学生物课堂教学设计与实践》-毕业(学术)论文设计.docVIP

PAGE PAGE 19 本科毕业设计(论文) 支架式教学模式下中学生物课堂教学设计与实践 Scaffolding teaching mode in middle school biology teaching design and practice 学 院： 化学与生物学院 专业年级： 生物系 2008级 学生姓名： 班级学号： 200813010222 指导教师： 二O一二年 五月一日 中 文 摘 要 支架式教学应当为学习者建构对知识的理解提供一种概念框架。这种框架中的概念是为发展学习者对问题的进一步理解所需要的。为此，事先要把复杂的学习任务加以分解，以便于把学习者的理解逐步引向深入。就建构主义教学观中的支架式教学法进行深入的探讨，并依据理论分析及在高中生物教学中实践，分别从范例支架、问题支架、建议支架、工具支架、向导支架和图表支架五个方面用具体的教学案例加以阐释。以求更多的人了解并应用支架式教学法进行教育教学, 同时促进学生积极进行知识建构协助其掌握所学的知识并且掌握这种高效的学习方式从而进行更高水平的认知活动。此论文通过对支架式教学方法的举例和课堂教学设计来进一步证明中学生物实施支架式教学的必要性。 关键词：支架式教学；高中生物教学；课堂教学设计；学习支架 英 文 摘 要 Scaffolding construction of learners should be understood to provide a conceptual framework for knowledge. In the framework of this concept is to further understand the needs of the learners to development. To this end, prior to break down a complex learning tasks, in order to gradually deepen the learners understanding. Scaffolding in the constructivist teaching method for an in-depth discussion, and is based on theoretical analysis and practice in the teaching of biology in senior high school, respectively, problems, support, suggestions from the sample bracket bracket, bracket, brackets, and charts support the five regard the wizard with specific case studies illustrate the teaching. With more people understand and use of scaffolding teaching method for teaching, promoting active knowledge construction of students to assist them to acquire the knowledge and mastery of this efficient way of learning to a higher level of cognitive activities. This paper by scaffolding for example and to further proof of high school biology classroom teaching design of the need to implement the scaffolding. Keywords: scaffolding instruction; High school biology teaching; Classroom teaching design; Learning stents 目 录 中文摘要··························································Ⅰ 英文摘要·····················································