本篇论文目录导航：
【题目】高中生物教学中赏识教育的应用探索
【第一章】赏识教学在高中生物课中的运用前言
【第二章】赏识教育研究理论与方法
【第三章】赏识教育策略及实践过程
【第四章】赏识教育下学生与教师的变化及其分析
【结论/参考文献】赏识教育雨高中生物的整合研究结论与参考文献
目 录
摘 要
Abstract
1 前言
1.1 研究背景及现状
1.1.1 研究背景
1.1.2 研究现状
1.2 研究目的及内容
1.2.1 研究目的
1.2.2 研究内容
2 研究理论与方法
2.1 研究理论
2.1.1 赏识教育的基本内涵
2.1.2 赏识教育的基本功能
2.1.3 研究赏识教育的基本理论
2.2 研究方法
2.2.1 文献研究法
2.2.2 调查研究法
2.2.3 实验研究法
3 赏识教育策略及实践过程
3.1 赏识教育策略
3.1.1 教师树立赏识理念
3.1.2 进行语言赏识
3.1.3 进行行动赏识
3.1.4 进行物质赏识
3.1.5 因人而异，因才施赏
3.1.6.持之以恒，及时施赏
3.2 实践过程
3.2.1 初步实践过程
3.2.2 优化实践过程
3.2.3 推广实践过程
4 研究结果及其分析
4.1 学生的变化及其分析
4.1.1 学习成绩方面
4.1.2 学习兴趣方面
4.1.3 学习动力方面
4.1.4 学习自信心方面
4.2 教师的变化及其分析
4.2.1 教育观念变化方面
4.2.2 教育方法变化方面
5 初步结论
6 建议
6.1 赏识教育应与批评教育相结合
6.2 赏识要有度
6.3 赏识教育应与挫折教育相结合
参考文献
致 谢
摘 要
在全面推进基础教育课程改革的大背景下，如何提高高中生物课堂的有效性，高效的完成课堂教学的三维目标，实施赏识教育应该视为一种可靠保证。赏识教育是以教师对学生真诚的爱为前提，以对学生的尊重、理解、信任、欣赏、激励、宽容等为主要原则和手段，关爱学生的生命本质，善待学生的个体差异，开发学生的潜能，使学生增强自信，从而激发学习动机、学习兴趣、完善人格，促进其全面发展的教育方式和教育理念。
本研究采用调查法、文献法、比较法、实验法等，根据《新课程标准》和《新课改理念》中的相关理论，探索赏识教育在高中生物教学中的应用。主要分为四个部分：其一，阐述赏识教育研究的理论。根据现有文献和生物课标，对赏识教育的基本内涵作出界定；对赏识教育的基本功能进行归纳总结，即赏识教育能够架起师生之间信任的桥梁；赏识教育能够增强学生的自信心；赏识教育能够培养学生的学习兴趣；赏识教育能够激发学生的学习动机；赏识教育能够鼓励学生质疑问难。其二，论述高中生物课堂实施赏识教育的策略。实施赏识教育教师需树立赏识心态；要进行语言赏识、行动赏识和适当的物质赏识；教师需因人而异、因才施赏；教师需持之以恒，及时施赏。在初步实施赏识教育的基础上，对实施过程中暴露的问题进行优化和完善后，准备再次进行实验。其三，对实施赏识教育后的高中生物课堂的结果作出分析。后测结果及学生的自我评价显示：赏识教育有利于促进师生关系的形成，结合赏识教育理念的生物课堂教学能够有效促进学生对生物这门学科的学习兴趣和动力，提高生物教育教学成绩，增强学生的自信心，提高他们的主体意识，有利于学生的全面发展，所以，赏识教育可以在高中生物教学中广泛推广应用。其四，实施赏识教育应该注意的问题。在赏识教育实践中，也存在很多疑问，如果理解不当、运用不当，容易使赏识教育走入误区、甚至适得其反。所以，我们要澄清赏识教育中存在的疑问。
关键词：高中生物；赏识教育；实践研究
Abstract
In the background of the educational reform in the curriculum of current education, how toimprove the effectiveness of biology class in high school and to achieve the teaching aims moreeffectively, the implementation of appreciative education should be regarded as a reliableguarantee. Appreciative education is a kind of educational concepts and approaches, which isbased on teachers' sincere love for students; it shows the respect, understanding, trust, admiration,inspiration, tolerance to students as the main principles and means. The teachers should showmore concerns for their life, pay more attention to their individual differences and develop theirpotential so as to stimulate the learning motivation, learning interest, perfect personality andpromote the all-round development of students.
This thesis used a survey design and document analysis, interviews, comparative method,experimental method and other methods. According to some relevant theories of new curriculumstandard and new curriculum reform, the author explored the application of the appreciativeeducation in biology teaching in high school. The thesis is mainly divided into five parts. Firstly,it states some research theories of appreciative education. According to the existing literature andnew biology curriculum standard, the author defined the basic connotation of the appreciativeeducation. Then he summarized the basic functions of it. For example, it can build trust betweenteachers and students, enhance students' self-confidence, train students' interest in learning,stimulate their motivation and encourage them to query. Secondly, it states the strategies of usingthe method of appreciative education in biology class.
The teacher who would like to adopt the appreciative education in his teaching should have anappreciative attitude towards students. He can appreciate students with some words, actions andappropriate materials. Furthermore, as to different students, the teachers' appreciation should bedifferent. At last, the teachers need to persevere and appreciate them in time. Based on thepreliminary implementation of the appreciative education, we should optimize and improvesome exposed problems in the process of carrying out it, then prepare to do experiment again.
Thirdly, he made analysis of the results which have been got from the experiment of usingappreciative education in biology class. The protest results and students' self evaluation showedthat: the effect of the appreciation education is great on the relationship between teachers andstudents, If we combine our biology y class with the use of appreciative teaching, we caneffectively promote the students' interest and motivation in learning, improve their academicrecords, build up their self-confidence, improve their consciousness, and promote their all-rounddevelopment. So it can be widely used in high school biology class. Lastly, there are someproblems that we should pay much attention to when we use the appreciative education in highschool teaching. In the practice of appreciative education, there are many problems. If weunderstand and use it improperly, it is easy to make mistakes, or even run counter to our desires.So we need to clarify the existing problems in the appreciative education.
Keywords: biology; appreciative education; practical research
