高中生物混合式教学模式的理论与应用研究.pdf

traditionalface-to-facemodeofteachingby4and5.23points,aftertheindependentsample

t-test(p0.05),thereisasignificantdifferencebetweenthetwoclassesscores.

Reflectingontheproblemsandshortcomingsencounteredinblendedlearningpractices,the

followingrecommendationsaresummarized:Increasestudentsinterestinlearningbycreating

situationsandothermeansinordertoincreasestudentsinitiativeinlearning;Increasestudents

interestinlearningbycreatingsituationsandothermeansinordertoincreasestudentsinitiative

inlearning;Teachersstrengthentheirownprofessionalinformationliteracyandtrytoselect

shortandconciselearningresourcesfortheirstudents;Weprovidestudentswithaprofessional

andcomprehensivelearningplatform,ensurethatstudentshaveagreenonlineenvironment,and

inviteparentstoassistinmonitoringtheteachingprocess.

Throughpractice,itisconcludedthatblendedlearninghascertainfeasibilityinhighschool

biology,andtheblendedlearningmodeismoreeffectivethanthesingletraditionalface-to-face

teachingmode,andstudentshaveastrongergraspofknowledgeandcanactivelyparticipatein

learning.Therefore,blendedlearningisworthpromotinginhighschoolbiologyteaching.

KEYWORDS:Blendedlearning;Highschoolbiologyteaching;Casedesign;Teachingpractice

目录

第1章绪论1

1.1研究背景1

1.1.1时代快速发展更新的需求1

1.1.2高中生物课程标准和新课改的需求1

1.2国内外研究现状2

1.2.1国外研究现状2

1.2.2国内研究现状3

1.3研究目的与意义6

1.3.1研究目的6

1.3.2研究意义7

1.4研究思路和方法7

1.4.1研究思路7

1.4.2研究方法8

第2章混合式教学的相关概念界定与理论基础10

2.1混合式教学的相关概念界定10

2.1.1教学模式10

2.1.2混合式教学10

2.2混合式教学的理论基础11

2.2.1行为主义理论11

2.2.2建构主义学习理论12

2.2.3人本主义理论12

2.2.4面向全体学生的掌握学习理论13

2.2.5媒体是人体的延伸理论13

第3章高中生物混合式教学的现状调查与分析14

3.1高中学生生物学科学习情况调查14

3.1.1调查方法14

3.1.2问卷设