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