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初中地理板书教学现状评价与强化策略研究

【作者】 黄惠

【导师】 延军平;

【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】 在当前中国的教育体制和教学环境之下,板书在课堂教学中占据着不容忽视的现实地位。但随着教育现代化大潮的袭来,板书竟成了课堂之上的稀缺之物。教师们在课堂上一页一页潇洒地翻阅多媒体课件,学生欣赏得眼花缭乱,就像看了一场加速的电影片段。尤其是地理这门兼有文理性质的学科,针对初中阶段学生的心理特点,地理教师们更愿意使课堂尽量的有声有色,活泼有趣。故有的教师认为地理板书枯燥,需要耗费大量的时间,会拖延课堂进度,故弃之不用;有的教师认为课堂之上的地理板书是一堂课的教学精华,能够建构出地理知识的骨架,需要引起重视。那么,就目前的初中地理课堂教学中,地理板书的运用现状如何,又将如何使之在课堂大放异彩,更好地体现地理板书的教学价值,本文就此展开调查研究。本文以笔者教育实习所在地深圳的某五所初中的七、八年级学生,和参加过教育实习的全国部分高等师范院校的2014级教育硕士为调查研究对象,并以“国家教育资源公共服务平台”所提供的初中地理课堂教学实录为现状分析的素材;运用文献研究、问卷调查、课堂实录观察等方法进行初中地理板书教学现状的调查研究,通过Microsoft Excel 2013的数据统计和分析,得出以下结论:(1)当前初中地理课堂中板书教学被弱化和忽视,多媒体教学的使用大大超过了板书教学。运用多媒体是教育信息化不可规避的潮流趋势,但板书教学所独有的教学效能是多媒体教学所不能替代的。(2)教师在运用地理板书教学的过程中出现以下问题:自主设计意愿强能力弱,板书形式单一化、创新性不强,常见板书内容结构不完整,书写随意,师生间欠缺合作等。(3)初中生对地理板书教学的认可度高,对教师的地理板书有较高的期待值,教师不应过于依赖多媒体,而忽略学生的学习需要。同时,对大部分教师而言,在教学中,提升自我的地理板书教学技能是有必要的。基于以上结论,本文提出落实高师教育板书教学技能训练、树立地理教师合理板书的教学理念和建立多主体评价的教学机制等相关建议,同时通过对目前正在处于探索阶段的“思维导图式板书”进行完整的创造剖析,从而寻求适应现代初中地理课堂的板书教学过程。该研究明确了初中地理板书教学的现状及存在的问题,提出相关的强化策略以期能够提升教师地理板书设计的专业能力,使其逐渐发展成为一个具有教学智慧的新型教师;同时,指导教师在教学中使用合适的地理板书,优化教学过程,提高教学效能。

【Abstract】 Under the current Chinese education system and teaching environment, blackboard writing is supposed to occupy an important status that cannot be ignored in the class. However, with the trend of modern education, blackboard-writing is unexpectedly becoming the scarce thing. More and more teachers tend to multimedia instruction, they play the slideshow smartly and breezily, which, to students, just like watching an accelerated dizzying movie fragment. Especially for geography, which is the comprehensiveness of art and science, for junior school students, teachers prefer to make the lecture vivid, dramatic and interesting by multimedia. Some teachers think that blackboard-writing is bald and it costs a lot of time, which will result in class schedule delay. While other teachers maintain that blackboard-writing is the essence that can build the framework of knowledge, so blackboard-writing should be valued. So, what is the current situation of blackboard-writing in the junior geography education, how to make it restored to its former grandeur, and how to reveal its teaching value preferably in the class? In view of the above-mentioned background, we launch an investigation and research to try to solve the problems.Objective to investigate the present situation of geography classroom blackboard-writing teaching in junior high school, taking grade seven or grade eight students from five junior high schools in Shenzhen,2014 Master from Normal Universities in part, and Geography teaching records download from "National Public Platform of Educational Resources" as research object, using the methods of literature study, questionnaire survey and classroom observation to research, then analyzed by Microsoft Excel 2013. Conclusions are drawn as follows:(1) In junior high school geography class, the using of multimedia teaching is much more than blackboard-writing at present. Although multimedia teaching is the trend of educational informatization, the unique teaching effectiveness of blackboard-writing teaching cannot be replaced.(2) Teachers in the use of geography blackboard-writing teaching appeared some questions as following:the weak in own design capability, the singleness of blackboard-writing form, incompetence in content structure, writing freely, and the lack of cooperation between teachers and students.(3) Geography blackboard-writing teaching in Junior high school is in demand, teachers should not be too dependent on multimedia, while ignoring the needs of students. At the same time, most of the teachers are eager to enhance geography classroom blackboard-writing teaching skills.Conclusion based on the above, we propose to implement the b blackboard-writing teaching skills training in higher normal education, change geography teachers one-sided teaching philosophy and establish evaluation system of student feedback and teacher reflect. We conduct integrated creation and dissection of "mind mapping blackboard-writing" which is currently under the exploration stage, so as to seek for flow path of blackboard-writing instruction which fit the demand of modern geographical instruction.The research defined the present situation and existing problems of geography classroom blackboard-writing teaching in junior high school, and proposed strengthen strategy to enhance teachers’ geography blackboard-writing design expertise, then gradually developing into a teacher having teaching intelligence. At the same time, it guides teachers to use appropriate geography classroom blackboard-writing in the teaching, optimizing teaching process and improving teaching effectiveness.

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  • 【网络出版投稿人】 陕西师范大学
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