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生本教育理念下高中地理教学过程设计研究

【作者】 姚卓卓

【导师】 孙虎;

【作者基本信息】 陕西师范大学, 教育硕士(专业学位), 2017, 硕士

【摘要】 由国家教育部发起的基础教育新课程改革到目前为止己走过了十几个年头,从改革波及到的范围和触及到的深度来看,效果并不十分理想。有学者指出,现阶段仍存在的“师本位”思想和教法是改革之路上的主要障碍。笔者在教育实习工作中,深入一线教学,对身边的教学现象进行细致观察,并与现行的先进教育理论进行对比研究,发现“师本位”理念根深蒂固,实践滞后于理论的教育现状令人堪忧。在这种背景下,本文试图将生本教育理念应用到高中地理教学过程设计中,为改革的进一步推行作出贡献。本文首先采用文献分析法对国内外研究成果进行梳理,寻找研究的突破口,设计研究方法和技术路线。后以系统科学理论、传播学理论、教学理论、学习理论、地理科学与地理教学理论为基础,通过深度访谈法、问卷调查法对现状进行调查研究,从中发现问题,在生本教育理念指引下,结合参与式观察法和文献分析法对地理教学过程的主要环节和影响因素进行设计,最后通过课堂实验法进行效果评估,检验其合理性。本文的研究内容共分为六个部分:第一部分是在现实基础上提出问题,确定研究意义,并对国内外关于生本教育理论和地理教学过程设计的研究成果进行回顾和梳理,寻找研究的可创新之处,确定研究方法,规划技术路线。第二部分厘清生本教育和高中地理教学过程设计的相关概念,探明了生本教育理念与高中地理教学过程设计之间的关系,对指导高中地理生本课堂教学过程设计的理论基础做出分析。第三部分是对高中地理生本课堂教学现状进行的调查研究,分别对教师和学生设置调查问卷,分析存在的问题。第四部分是在生本教育理念指导下进行高中地理教学过程的设计研究。先对教学过程系统的“学”的过程、“教”的过程和教学互动过程三个子系统进行剖析,再对教学过程要素中的教学背景、教学内容呈现、教学评价和地理教学媒体进行分析设计,最后提出设计应遵循生成性原则、开放性原则和有序性原则。第五部分通过对实验班和对照班进行课堂教学实验,对以生本教育理论进行设计的高中地理课堂进行效果评估,以验证其合理性。第六部分是结论及研究存在的问题。经研究,所得出结论如下:生本教育理念与高中地理教学过程设计是相互影响、相互促进的关系,在高中地理课堂开展生本教学有丰富的理论基础;目前高中地理课堂教学效果低下,呼唤生本教育理念的武装;以“学”定“教”,对高中地理教学过程的主要环节和影响因素进行设计,是革新传统教学方式的重要途径;将生本理念指导下的教学过程设计应用于高中地理课堂,不仅可行,而且有助于学生的全面发展。本文的创新之处在于将对生本教育理念与高中地理学科结合,主要对其教学过程作出具有实践意义的设计研究。

【Abstract】 The elementary education new curriculum reform Launched by the ministry of education so far has come a dozen years. From the scope and depth of the reform spread and touches, the effect is not very ideal. At present, some scholars pointed out that there is still a "standard" thought and teaching is the main obstacle on the road of reform. I worked as an intern in education and work, in-depth front-line teaching, a detailed observation of teaching around phenomenon, and compared with the current advanced education theory research, found that "standard" concept is deeply ingrained, lagging behind the practice education present situation of the theory of worrying. In this context, this paper attempts to make use of student-based education concept in the design of the high school geography teaching process, to carry out further reform to contribute.At first, this paper adopts literature analysis, carding domestic and foreign research results, to find the breakthrough point of the research, design research method and technical route. Then according to the theory of system science, communication theory, teaching theory, learning theory, geography science and geography teaching theory as the foundation, through the depth interview method, questionnaire investigation on the current situation of investigation and study, find problems, born in this education idea guidance, combined with participatory observation and literature analysis method to the main steps of the geographical teaching process and influence factors in design, finally through the classroom experiment to test its rationality.The research content of this article is divided into five parts:The first part is based on the realistic question, determine the research significance, and the theories about student-based education both at home and abroad and the design of the geographical teaching process to review and research, looking for research, which can be used for the innovation of research method, planning and technical route. The second part clarify the related concepts of the student-based education and high school geography teaching process design, has proven the relationship between the student-based education concept and the high school geography teaching process design, to guide the high school geography class teaching gave birth to the design of system science theory, communication theory, teaching theory, learning theory, geography science and geography teaching theory to analysis. The third part is the research on the current situation of high school geography classroom teaching, to teachers and students respectively set the questionnaire, analysis the existing problems. The fourth part was born in this education idea guidance for the design of high school geography teaching process research. First learn of teaching course system, teaching process and the process of the interactive teaching process analyzes the three subsystems of teaching background analysis in the design of teaching process, teaching content, teaching evaluation and teaching media design, and puts forward design should follow the principle of generative, open principle and order principle. The fifth part based on the experimental classes and that in comparative classes for teaching experiment, the student-based education theory to carry on the design of the test in the high school geography classroom, to verify its rationality. The sixth part is conclusion and research problems still exist.By the research, the conclusion is as follows:This Students-centered education philosophy and process design of high school geography teaching affect and promote each other, the two can coexist; The current situation about Students-centered philosophy applied to the high school geography classroom is worrying; Under the Students-centered education philosophy guidance, carry on process design of high school geography teaching, that can accelerate the transformation of the theory to the teaching practice; Process design of high school geography teaching under Students-centered education philosophy is not only feasible, but also to help students’ all-round development.The innovation of this article is opposite to the integration of theory and to the high school geography education, and mainly make detailed research on its teaching process design.

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  • 【网络出版投稿人】 陕西师范大学
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