【作者】 芦斯珏；

【导师】 李桂双；

【作者基本信息】 陕西师范大学， 教育硕士（专业学位）， 2024， 硕士

【副题名】以高中必修版为例

【摘要】 本研究聚焦于高中生物学教学,旨在通过开发和应用生活化案例教学资源,以符合新课程标准中“紧密结合现实生活”和“重视实践教学”的教学理念。生活化案例教学资源是指那些紧密结合现实生活,能够凸显生物学知识特性,且经过教师精心挑选和整理的、适用于生活化教学模式的素材资源。本研究针对人教版高中生物学“分子与细胞”及“遗传与进化”内容,进行生活化案例教学资源的开发与应用,旨在丰富高中生物学教学中的生活化案例教学资源,推动其在教学实践中的广泛应用,并为一线教师开发和应用生活化案例教学资源提供具体而实用的方法参考。 本研究采用文献研究、资料收集、案例分析、访谈、课堂观察和问卷调查等多种方法。首先,通过文献综述,梳理国内外关于案例教学的研究现状,并界定了相关概念。在此基础上,确立了研究的理论基础。其次利用访谈法分析了当前高中生物学生活化案例教学资源的应用现状,并提出了相应的改进策略。接着遵循一定的开发原则,利用资料收集法通过互联网、教材、课外读物以及生活实践等多途径进行资源的开发。将开发出的案例教学资源按照功能的不同分为导入型、生成型和作业型三类。最后,通过访谈、课堂观察和问卷调查等方式,对生活化案例教学资源的应用效果进行评价。结果显示生活化案例教学资源可以增强学生的学习兴趣和课堂参与度,促进学生对抽象概念的深入理解。 研究结果表明,生活化案例教学资源在高中生物学教学中具有显著优势。通过导入型案例,能够迅速吸引学生的注意力,有效引发学生思考,营造出积极活跃的课堂氛围,引导学生从生活实际出发,进入生物学知识的学习;生成型案例能够将抽象的概念转化为生动直观的生活实例,实现知识与实际情境的有机结合,加深学生对概念的理解,提升课堂互动效果;作业型案例则能够引导学生在课后运用所学知识解决实际问题,深化对知识的理解并提高解决问题的能力。同时也有助于教师了解学生的学习情况和掌握程度,从而有效调整教学策略和方法。此外,在教学中使用生活化案例教学资源还能促进学生思考能力和自主学习能力的发展,帮助他们更好地应对现实生活中的生物学问题。更多还原

【Abstract】 This research focuses on biology teaching in senior high school,aiming at developing and applying life-based case teaching resources,in accordance with the new curriculum standards,"Closely combined with real life" and "Emphasis on practical teaching" teaching philosophy.Life-based case teaching resources are those materials which are closely combined with real life,can highlight the characteristics of biological knowledge,and are carefully selected and arranged by teachers.This study aims at the development and application of life-based case teaching resources for the content of "Molecular and cellular" and "Genetics and evolution" of Senior High School Biology published by People Education Press,in order to enrich the life-based case teaching resources in senior high school biology teaching and promote its extensive application in teaching practice,and for front-line teachers to develop and apply life-based case teaching resources to provide specific and practical method reference. This research adopts the methods of literature study,data collection,case analysis,interview,classroom observation and questionnaire survey.First of all,through literature review,carding the domestic and foreign research on case teaching,and defined the relevant concepts.On this basis,established the theoretical basis of the study.Secondly,this paper analyzes the current situation of the application of biological case teaching resources in Senior High School by interview,and puts forward the corresponding improvement strategies.Then follow certain development principles,the use of data collection method through the Internet,textbooks,extracurricular reading and life practice and other ways to develop resources.According to the different functions,the developed case teaching resources are divided into three types: import type,production type and homework type.Finally,through interviews,classroom observation and questionnaire survey,the application of life-based case teaching resources to evaluate the effect.The results show that life-based case teaching resources can enhance students' interest in learning and classroom participation,and promote students' deep understanding of abstract concepts. The results show that the life-based case teaching resources in high school biology teaching has significant advantages.By introducing cases,it can quickly attract students' attention,effectively cause students to think,create a positive and active classroom atmosphere,guide students to start from the reality of life,into the study of biological knowledge;Generative cases can transform abstract concepts into vivid and intuitive life examples,combine knowledge with real situations,deepen students' understanding of concepts and enhance classroom interaction Homework-based cases can guide students to use the knowledge to solve practical problems after class,deepen the understanding of knowledge and improve the ability to solve problems.At the same time,it is helpful for teachers to understand the students' learning situation and master the degree,so as to adjust the teaching strategies and methods effectively.In addition,the use of life-based case teaching resources can promote the development of students' thinking ability and self-learning ability,and help them to better deal with real life biological problems.更多还原