【正文】 ??????????????????????????????????????????10 1． 2． 1美國學(xué)者薩奇曼 ()：探究訓(xùn)練教學(xué)模式 ?????????????10 1． 2． 2美國“網(wǎng)絡(luò)探究學(xué)習(xí)”（ Webquest）方案 ???????????????????????10 1． 2． 3基于問題的學(xué)習(xí)（ PBL） ?????????????????????????????????????11 1． 2． 4MiniQuest?????????????????????????????????????????????????11 1． 3 國內(nèi)研究述評 ?????????????????????????????????????????????????? 12 2．在初中生物課堂教學(xué)中開展“課題探究性學(xué)習(xí)教學(xué)模式”的理論研究 ????18 2． 1 探究性學(xué)習(xí)的定義 ???????????????????????????????????? ?????????18 2． 2“課題探究的研究性學(xué)習(xí)”對初中生物課堂教學(xué)的啟示 ????????????????18 2． 3“課題探究性學(xué)習(xí)教學(xué)模式” 的達(dá)成目標(biāo) ???????????????????????????19 2． 4“課題探究性學(xué)習(xí)教學(xué)模式” 的基本程序 ???????????????????????????20 2． 5“課題探究性學(xué)習(xí)教學(xué)模式” 的主要特點(diǎn) ???????????????????????????20 3 2． 6 課題探究性學(xué)習(xí)的分類性研究 ?????????????????????????????????????21 2． 6． 1分類原則 1：探究性學(xué)習(xí)活動的內(nèi)容及形式 ???????????????????21 2． 6． 2分類原則 2：探究性學(xué)習(xí)的“探究性、實(shí)踐性、開放性和綜合性” 四個特點(diǎn)的體現(xiàn)形式 ?????????????????????????? 21 2． 6． 3分類原則 3：探究性學(xué)習(xí)中主導(dǎo)、主體活動過程中側(cè)重點(diǎn)的要求 ???21 2． 6． 4分類原則 4：教學(xué)內(nèi)容及知識、技能、情感態(tài)度價(jià)值觀的訓(xùn)練要求 ?21 2． 6． 5分類原則 5：探究性學(xué)習(xí)的學(xué)習(xí)環(huán)境的創(chuàng)設(shè) ?????????????????????22 2． 7 實(shí)施策略 ???????????????????????????????????????????????????????22 2． 7． 1 主導(dǎo)性和主體性的發(fā)展性策略 ??????????????????????????????????23 2． 7． 2 課堂探究性教學(xué)過程的管理策略 ????????????????????????????????24 2． 7． 2． 1 建立和諧的師生關(guān)系原則 ????????????????????????????????24 2． 7． 2． 2 探究課堂的開放性原則 ??????????????????????????????????24 2． 7． 2． 3 課內(nèi)課外的探究活動協(xié)調(diào)性原則 ??????????????????????????25 2． 7． 3 合作學(xué)習(xí)與課題探究性學(xué)習(xí)共建的策略 ??????????????????????????25 2． 7． 4 生物課題性實(shí)驗(yàn)探究的教學(xué)模式實(shí)施策略 ????????????????????????27 2． 7． 5 課題探究性學(xué)習(xí)教學(xué)模式與現(xiàn)代信息技術(shù)相滲透的實(shí)施策略 ????????29 2． 7． 6 學(xué)案輔學(xué)與課題探究性學(xué)習(xí)教學(xué)模式的實(shí)施策略 ??????????????????30 2． 7． 6． 1 “學(xué)案和網(wǎng)絡(luò)信息技術(shù)互融”的教學(xué)模式結(jié)構(gòu)圖 ????????????31 2． 7． 6． 2 “學(xué)案和網(wǎng)絡(luò)信息技術(shù)互融”的教學(xué)模式的 總體思路 ????????31 2． 7． 6． 3 “學(xué)案和網(wǎng)絡(luò)信息技術(shù)互融”的教學(xué)模式實(shí)施策略 ??????????31 2． 7． 7 課題探究性學(xué)習(xí)教學(xué)模式的評價(jià)策略 ???????????????????????????32 3．在初中生物課堂教學(xué)中開展課題探究性學(xué)習(xí)教學(xué)模式的實(shí)踐研究 ????????33 3． 1 教學(xué)實(shí)踐與實(shí)驗(yàn) ?????????????????????????????????????????????????35 3． 1． 1研究問題 ??????????????????????????????????????????????????35 3． 1． 2研究對象 ??????????????????????????????????????????????????35 3． 1． 3實(shí)驗(yàn)實(shí)施與步驟 ???????????????????????????????????????????35 3． 2 實(shí)驗(yàn)結(jié)果及分析 ?????????????????????????????????????????????????35 3． 2． 1入學(xué)初學(xué)生學(xué)習(xí)狀況分析 ????????????????????????????????????35 3． 2． 2一學(xué)年后實(shí)驗(yàn)班和對照班學(xué)習(xí)生物學(xué)狀況分析 ??????????????????36 4 3． 2． 3二學(xué)年后實(shí)驗(yàn)班和對照班學(xué)習(xí)生物學(xué)狀況分析 ??????????????????37 3． 2． 4對照班第一學(xué)年和第二學(xué)年采用不同教學(xué)模式的調(diào)查結(jié)果分析 ????39 4 討論和結(jié)論 ??????????????????????????????????????????????????????40 4． 1 本研究的成果和最終結(jié)論 ?????????????????????????????????????????40 4． 2 本研究的創(chuàng)新之處 ???????????????????????????????????????????????41 4． 3 本研究的不足之處 ???????????????????????????????????????????????42 附錄 1 “ 動物與人類生活的關(guān)系”的案例 ??????????????????????????????43 2 “動物與人類生活的關(guān)系”的學(xué)案 ???????????????????????????????45 3 “動物在人們生活中的作用”調(diào)查報(bào)告 ??????????????????????????47 4 “愛護(hù)植被 綠化祖國”的案例 ??????????????????????????????????48 5 學(xué)生調(diào)查問卷 ???????????????????????????????????????????????50 6 教師心得 ???????????????????????????????????????????????????51 參考文獻(xiàn) ???????????????????????????????????????????????????????????53 后記 ?????????????????????????????????????????????????????????????? 56 5 摘 要 本文對初中生物課堂教學(xué)中開展課題探究性學(xué)習(xí)的模式進(jìn)行了初步的實(shí)踐 與研究。本研究從建構(gòu)主義的視角，以皮亞杰的兒童發(fā)展理論 ,杰羅 姆布魯納的發(fā)現(xiàn)學(xué)習(xí)理論、杜威的主動作業(yè)理論、斯騰伯格的成功智力理論、閱讀理論等理論為基礎(chǔ)，根據(jù)初中生物學(xué)科新課程的要求和生物教學(xué)中的探究性學(xué)習(xí)的需要，對課題探究性學(xué)習(xí)教學(xué)模式進(jìn)行了分類性研究，并提出了合作與探究性學(xué)習(xí)策略，現(xiàn)代信息技術(shù)、學(xué)案、實(shí)驗(yàn)與探究性學(xué)習(xí)互融的實(shí)施策略，探究性學(xué)習(xí)教學(xué)模式的評價(jià)策略等。課題探究性學(xué)習(xí)模式的采用較適合初中年級的學(xué)生，降低了初中學(xué)生探究性學(xué)習(xí)的難度，提高了學(xué)生學(xué)習(xí)生物學(xué)的興趣，充分調(diào)動了學(xué)生主動 參與，積極合作的學(xué)習(xí)精神，通過主動地探究，獲取了文化知識，培養(yǎng)、發(fā)展了學(xué)生的學(xué)習(xí)能力，使學(xué)生真正成為學(xué)習(xí)的主體。在課題探究性學(xué)習(xí)中實(shí)施了實(shí)驗(yàn)探究、學(xué)案探究和信息技術(shù)相滲透的探究、合作探究等策略，提高了學(xué)生的科學(xué)思維能力、動手能力。 關(guān)鍵詞 ： 初中生物課堂教學(xué) 課題探究性學(xué)習(xí)教學(xué)模式 6 Abstract This thesis is intended to make primary practice and a research on how to implement TopicInquiryLearning mode in the class teaching of biology in junior middle schools. From the visual angle of constructivism , on the basis of the theory of child development by , the theory of discovery learning by , the theory of active assignment byJ Dewey, the theory of successful intelligence and of reading by J. Sternberg , according to the requirements of the new biology course of junior middle school and the need of the inquiry learning in biology teaching, this research has been made a classified one on how to carry out TopicInquiryTeaching mode and has put forward the learning strategy of cooperation and inquiry, the implementation strategy of the bination of modern information technology, learning notes, experiment and inquiry learning as well as the evaluation strategy of the teaching mode in inquiry learning, etc. By adopting the methods of experimental research and educational investigation, the teacher has made a twoyear practical research, verifying the function and effect of this mode. The adoption of the TopicInquiryLearning mode is appropriate to junior middle school students, thus reducing the difficulty they have with their inquiry learning, increasing the interest they have in their biology learning and fully arousing their enthusiasm of active participation and cooperation. Through active inquiry, the students have acquired cultural knowledge, cultivated and developed their learning ability, making themselves the main body of learning. That the students use learning notes during the course of the TopicInquiryLearning has strengthened their reading training, which means a lot to the cultivation of students’ scientific spirits and human spirits. The strategy of strengthening the bination and cooperation between experimental inquiry, learningnote inquiry and information technology has improved the students’ abilities of scientific thinking and handling. During the inquiry learning, by means of share, cooperation, mutual help, munication and rethinking, the students “study while doing”, which has improved the students’ deep understanding and solid mastery of what