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植物生长素生理作用特点的探究 总被引:1,自引:0,他引:1
新的课程标准要求教师更新教育理念,倡导探究性学习。在课堂上或课外活动中,教师和学生就一个事物提出自己的问题,共同经历科学探究和发现的曲折历程,促进学生学习方式的变革,逐步培养学生提出问题、分析问题和解决问题的能力。本文就“生长素生理作用的特点”这部分内容,开展探究性学习的实验探究模式介绍如下。 相似文献
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改革动物学实验内容,提出新颖且具创新性的问题,使教学内容丰富且与时俱进。教学方法以人为本,在教学中采用"角色换位法",即鼓励学生参与实验的各个环节,并上讲台来分析实验过程与结果。几年来教学实践表明,通过教学内容与方法的改革,使实验课成为教师有意识、有计划地延伸实验课堂,营造创新思维的场所,有利于活跃实验教学氛围,培养学生的创新能力。 相似文献
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植物生理学综合性和设计性实验的考核方法 总被引:6,自引:0,他引:6
综合性实验是指实验内容涉及本课程的综合知识或与本课程相关课程知识的实验,其目的是培养学生的综合分析能力、实验动手能力、数据处理能力及查阅中外文资料的能力。而设计性实验是指教师给出实验目的和实验条件,让学生自行设计并以实验加以证明的实验,其目的是培养学生的质疑能力、探索精神和创新能力。 相似文献
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本文分析了中学生物教学中学生科学态度的培养方法,主要包括:强化教师自身综合素质提升,正面引导学生科学态度形成;引导学生积极参与课堂活动,潜移默化的培养学生科学态度;与时俱进拓宽课堂授课思路,立体全面的塑造学生科学态度。 相似文献
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新教材围绕实验内容安排了课堂实验16个,实习活动4个,实验性研究课题活动3个。教师面对新教材诸多的实验,实验教学的着力点应放在哪里?教师应对诸多实验,应依托实验,提升学生实验能力。 相似文献
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新课程改革为高中生物课堂的教学提出了新的挑战,如何从教师的备课开始,到如何安排课堂结构,以及如何运用课堂语言,激发学生学习生物的兴趣,培养学生自主学习能力,构建和谐的师生关系,运用好课堂评价这些有效策略,来提高学生学习的效果,这是每一位高中生物教师亟待解决的问题。本文就此进行探讨与研究。 相似文献
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《Journal of biological education》2012,46(3):115-123
This study examined what worldviews are present among Dutch students and teachers and how the students cope with scientific knowledge acquired in the biology classroom. Furthermore, we investigated what learning and teaching strategies teachers adopt when they teach about evolution and worldviews. For this survey, 10 schools for higher general secondary education or pre-university level were selected. The data showed that most teachers did not have an articulated learning and teaching strategy. Controversial topics and discussions with students about their own worldviews were ignored in the classroom. Furthermore, the data revealed that students and teachers have a large variety of different worldviews. Some students acknowledged having difficulties coping with the knowledge gained from the classroom, because it contradicted their own worldviews. These results support our hypothesis that there is need for an explicit learning and teaching strategy that supports both teachers and students to teach and learn about evolution in multiple contexts. 相似文献
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Hernán Cofré Juan Jiménez David Santibáñez Claudia Vergara 《Journal of biological education》2016,50(1):10-23
Despite the importance of the theory of evolution to scientific knowledge, a number of misconceptions continue to be found among teachers and undergraduate students. The aim of the present study was to describe and characterise knowledge about evolution among 120 freshman undergraduate students of two natural sciences programmes (environmental biology and veterinary medicine), 80 pre-service science teachers (elementary and biology) and 45 in-service teachers (elementary and biology high school) in Santiago, Chile. The research was carried out based on an eight-question questionnaire about evolution acceptance and understanding. The instrument included seven Likert-scale questions and one open-ended question. An analysis of the data revealed that more than 70% of teachers (pre-service and in-service) and undergraduate students recognised the theory of evolution as established scientific knowledge. When participants discussed the mechanism of evolution in the open-ended question, the most prevalent responses from students and teachers (33%) explained evolution as need-driven changes for survival purposes. Only 13% of the responses could be considered Darwinian, and 10% of responses included more than one view of evolution. The Darwinian responses generally included three important aspects: variation, inheritance and differential reproduction. The implications for biology teacher education are also discussed in this study. 相似文献
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ABSTRACT Inquiry-based learning has generally accepted by scholars as a most effective teaching approach in biology education. The talk during inquiry-based teaching needs to be practiced. There is less evidence how student teachers talk with students during their inquiry-based biology instruction. This knowledge is needed in supporting student teachers to develop their teachership in biology education. In this qualitative case study, the dialogic talk of biology student teachers (N = 6) was studied in the context of inquiry-based lessons in lower secondary school. The student teachers’ lessons were video and audio recorded and the data was analyzed using content analysis. The student teachers used dialogic talk in their inquiry-based instruction only occasionally, mainly in the examination and the conclusion stages. During the introduction stage, dialogic talk was less used and it was mainly explaining and instructing the content. In the examination stage, student teachers also guided students and stated facts. During the conclusion stage, student teachers mainly explained and also evaluated students’ statements. The lesson’s topics and methods used in inquiry-based learning may enable the dialogic talk of student teacher to some extent. However, teacher education should focus more on scaffolding student teachers’ talk with their students in all kinds of inquiry approaches. 相似文献
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Decision-making in socioscientific issues (SSI) constitutes a real challenge for both biology teachers and learners. The assessment of students’ performances in SSIs constitutes a problem, especially for biology teachers. The study at hand was conducted in Germany and uses a qualitative approach following the research procedures of grounded theory to focus on teachers’ concepts and, especially, coping strategies in assessment concerning students’ decision-making in SSIs. Semi-structured interviews with six teachers, in combination with video-vignettes, were used for data generation. The results show predominantly defensive strategies when teachers are confronted with the assessment of students’ performances in SSIs. These results and implications for teacher education and teacher training are discussed. 相似文献
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Using an exploration–explanation sequence of science instruction helps teachers unveil students’ prior knowledge about circuits and engage them in minds-on science learning. In these lessons, fourth grade students make predictions and test their ideas about circuits in series through hands-on investigations. The teacher helps students make connections between their hands-on experiences collecting data and new terms. This lesson shows how teachers can incorporate formative assessments such as checkpoints, self tests, and exit slips into the explanation phase of instruction so students can evaluate and self-monitor their understanding of circuits in series. These activities meet the National Science Education Standards for active, student-center learning environments that cultivate the critical thinking skills necessary to learn science. 相似文献
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Kim Nichols 《Journal of biological education》2018,52(1):31-46
A variety of practices and specialised representational systems are required to understand, communicate and construct molecular genetics knowledge. This study describes teachers’ use of multimodal representations of molecular genetics concepts and how their strategies and choice of resources were interpreted, understood and used by students to demonstrate their conceptual understanding. Recordings of teachers’ and students’ discourse around representations, teacher interviews and student pre- and post-tests were used as data sources. Vignettes of students’ dialogue with teachers around the form and function of representations and teacher interview responses highlight higher order conceptual understanding. Coding for cognitive domains within lesson phases where different modes of representation were utilised showed classrooms operated at higher domains compared to lessons where modalities were absent. This study shows how pedagogy that focuses on representational form and function as well as students’ engagement in critical discussion around affordances and constraints of representations results in a higher cognitive engagement with molecular genetics knowledge. 相似文献
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为加强课堂教学改革,提高人才培养质量,采取问卷调查的形式对互动式课堂教学现状进行了研究。结果表明:多数教师认为学生的兴趣和智力是影响师生互动的重要因素,其次学习态度和个人情绪也会影响互动式课堂教学效果;在调查互动式课堂教学对教师要求方面,27%的学生认为教师应该教学严谨且条理清晰,24%的学生认为教师应该幽默风趣且引人入胜,13%的学生认为教师应该知识渊博,36%的学生认为教师讲课不仅要教学严谨、幽默风趣、知识渊博,而且要综合能力较强;而在调查师生互动角色时,68%的教师认为需要师生双方面的共同努力,16%的教师认为重在教师,15%的教师认为重在学生,个别的选择了其他;另外,在调查师生互动的方式时,35%的学生认为采用“设置场景”进行课堂互动效果最好,28%的学生认为“辩论赛式”互动效果好,21%的学生选择“点名式”互动,只有少数学生选择了采取“留言薄”互动。本次调查获得的结果为高校进行互动式课堂教学改革提供了参考。 相似文献
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细胞生物学教学中的反思型教师教育 总被引:4,自引:2,他引:2
在分析了反思型教师教育兴起的背景后,作者在师范生《细胞生物学及实验》课程教学中,进行了两方面的反思性教学尝试:一方面实施对教学环节全过程的反思,另一方面是让学生参与教学实践。结果表明对师范生实施反思性教学,可以提高学生的反思能力,有利于师范生形成反思意识,养成初步的反思习惯,学生的反思能力显著提高。 相似文献
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《Journal of biological education》2012,46(4):401-419
Team-based learning (TBL) is an innovative form of collaborative learning. The purpose of this study was to evaluate TBL’s effect on the performance and satisfaction of grade 7 students in biology in a private school in Lebanon, as well as teachers’ willingness to implement this new methodology. An exploratory study was performed whereby two biology units were taught to two groups of students using either TBL (60 students) or traditional lecture-based instruction (30 students). Later, a summative test was administered to evaluate students’ performance. Students’ attitudes were evaluated using a questionnaire and teachers’ classroom observations. Finally, science teachers’ willingness to try TBL in their classes was assessed using a questionnaire (14 teachers). Results showed that underachievers taught according to TBL did better than underachievers taught with the lecture-based approach. The majority of students enjoyed TBL and found it useful and fun. Finally, science teachers agreed that TBL is a good alternative to the traditional lecture-based method. 相似文献
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