中学生物学研究性学习与教师教学观念的转变的中期报告.docx

中学生物学研究性学习与教师教学观念的转变的中期报告 题目：中学生物学研究性学习与教师教学观念的转变的中期报告 摘要：本文旨在报告中学生物学研究性学习和教师教学观念转变的中期研究成果。本研究采用实验研究与问卷调查相结合的方法，旨在考察实施研究性学习对中学生物学学科认知水平和思维能力的影响，以及调查教师对研究性学习的态度和观念转变。初期研究结果表明，实施研究性学习能够显著提高学生的科学探究和解决问题的能力，增强学生对生物学科的兴趣和学习动机。调查结果显示，绝大多数教师支持实施研究性学习，但存在实施难度、时间不足等诸多问题。未来研究将会就教师的观念转变和学生的学业成果进行进一步的深入研究和探讨。 关键词：中学生物学；研究性学习；教师教学观念；学科认知水平；思维能力 Abstract: This article aims to report the mid-term research results of the study on secondary school biology research-based learning and teacher teaching concepts transformation. This study adopts the method of experimental research and questionnaire survey, aiming to investigate the impact of implementing research-based learning on the cognitive level and thinking ability of secondary school biology subjects, and investigate the attitude of teachers towards research-based learning and concept transformation. The initial research results show that the implementation of research-based learning can significantly improve students scientific inquiry and problem-solving abilities, and enhance students interest and learning motivation in biology subjects. The survey results show that the vast majority of teachers support the implementation of research-based learning, but there are many problems such as difficulty in implementation and insufficient time. Future research will conduct further in-depth research and discussion on the concept transformation of teachers and the academic achievements of students. Keywords: Secondary school biology; Research-based learning; Teacher teaching concepts; Subject cognitive level; Thinking ability