高中生物学教学中生命观念培养策略的研究.pdfVIP

摘 要 近年来关于生物学科核心素养的研究逐渐被重视，但如何在课堂教学中培 养生命观念，理论研究的成果多，实证研究的成果少。本研究采用文献法、问卷 调查法、案例分析法研究高中生物学教学中生命观念培养的策略，调查了梅州市 170 八个县(市)区的 位高中生物学教师，结果显示梅州市高中生物学教学中存在 以下问题：(1)梅州市高中生物学教师的年龄相对老化，部分教师对生命观念的 内涵理解不到位（2）受教学条件、时间等因素的影响，教师教学活动形式单一 （3）教师培训的效果差强人意，阻碍教师专业成长（4）教师对学生的评价方式 简单，影响学生生命观念的形成。 教师普遍反映，要培养学生的生命观念（1）教师可在课堂教学中充分发掘 教材内容，通过生物学概念的学习来帮助学生形成生命观念（2）设计多种形式 的课外实践活动可有效促进学生生命观念的内化（3）构建生命观念评价体系， 在教师评价的基础上加入学生自评和同学评价，可有效测评学生的生命观念水 平。 作为学校可以采取以下措施来破解学生生命观念培养过程中的阻碍：（1）优 化教师在职培训制度，积极开展教师教研活动，促进教师专业成长，为培养学生 生命观念提供师资保障（2 ）完善学校设施，拓宽教学场所，为学生进行社会实 践活动提供支持。 总之，培养学生的生命观念需要学校、教师等多方面的共同努力。 关键词：高中生物学；生物学教学；生命观念；培养 I Abstract In recent years, the research on the core literacy of biology has been paid more and more attention, but how to cultivate the concept of life in classroom teaching, the theoretical research results are more, the empirical research results are few. In this study, 170 senior high school biology teachers in eight counties (cities) of Meizhou City were investigated by means of literature, questionnaire and case analysis. The results show that there are the following problems in biology teaching in Meizhou senior high school: (1)The age of high school biology teachers in Meizhou senior high school is relatively aging, and some teachers undefined understanding of the connotation of life concept is not in place. (2) Affected by teaching conditions, places, time and other factors, Teachers undefined teaching activities are single (3) The effect of teacher training is not satisfactory and hinders the professional growth of teachers. (4)Teachers evaluation of students is simple, which affects the formation of students concept of life. (1) Teachers can fully explore the contents of teaching materials in classroo