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翻转课堂在中学地理教学中的应用研究

【作者】 孙晓莹

【导师】 户清丽;

【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】 在信息时代的扩大化,多媒体技术的使用,新课改以及新课标的提出的背景下,翻转课堂模式也在逐渐的扩大化。过去的“满堂灌式”的教育活动开展方式渐渐得到摒弃,教育活动再也不是老师一个人的独角戏,新型的教育活动开展模式让学生的参与度进一步提高,从而让学生真切地感受到了参与各项学习活动所带来的精神享受。地理这门课被称为文科当中的理科科目,知识量比较大、计算公式难以理解、与其他科目密切联系,这对于学生来说增加了学生的学习负担,产生了无形的压力。传统的地理教学方法较为死板,学习效率不能得以提高,逐渐学生便失去了学习地理课程的兴趣。翻转课堂在地理教学中也得到了广泛的应用,笔者在提出研究背景和研究意义以后,通过查阅大量的文献对国内外翻转课堂教学模式的应用做了相关的研究并进行汇总,在汇总的过程中发现国内外将翻转课堂运用在地理课程教学中的案例非常少,因此,笔者尝试通过研究翻转课堂的释义,以建构主义理论、人本主义学习理论、情景认知理论、现代教育理论为理论基础,设计翻转课堂在地理教学中应用的教学设计以及翻转教学模式的教学环节,并与传统的地理教学模式做了课程理念、教学程序、教学效果三方面的对比。在研究过程中笔者对山西省永济市第三高级中学的九名教师进行了有关翻转课堂在地理教学中的应用的访谈,对高中三个年级400名同学关于翻转课堂在地理教学中的应用现状做了问卷调查,结合问卷调查的统计结果,找出翻转课堂在地理教学中的应用所存在的问题,并对问题进一步进行分析,在此基础上对翻转课堂在地理教学中的应用提出了相应的优化设计。本研究在整个过程中采用了文献研究、对比研究、案例研究、调查问卷、统计分析的方法,并且通过调查问卷进一步了解了翻转课堂在地理教学中的应用,研究结果得到如下结论:根据国内外翻转教学实施的现状,搜集翻转教学在地理中应用的详细资料,了解到了翻转课堂在国内地理课程中应用的现状,新一轮基础教育课程改革的不断深入,增大了翻转课堂在中国推广的可操作性。笔者深入分析了翻转课堂的内涵、本质、特点,对翻转课堂这种新的教育方式有了全新的认识,尤其对于地理学科来说,翻转课堂这种教学方式最为合适。在优化地理翻转课堂教学模式时我们要遵循体现学生为主体的原则、构建开放型教学原则、呈现交互性原则这三个原则,对于地理翻转课堂的设计要经过课前的有效准备、课堂的有效实施、课后的巩固与评价三个步骤进行优化,对于地理翻转课堂的优化策略主要结合教学准备的优化策略、教学行为的优化策略、管理行为的优化策略、教学评价的有效策略四个策略进行完善。地理翻转课堂这种教学模式可以显著地提高学生的学习兴趣、学习效率,使学生学会自学,在一定程度上改变了教师和学生的角色,真正的做到了因材施教。

【Abstract】 In the era of information expansion, the use of multimedia technology, the new curriculum reform and the background of the new curriculum, flipped classroom model is also gradually expanding. Past the "cramming education" educational activities carried out gradually abandon, educational activities and teacher is not a person’s one-man show, new educational activities development mode lets the student participation degree to further improve, to enable students to truly feel the spirit of participation in the learning activities enjoy. Geography course is known for liberal arts science subjects, large amount of knowledge, calculation formula is difficult to understand, in close contact with other subjects, which for students increased the burden of students, creates an invisible pressure. The traditional geography teaching method is more rigid, and the learning efficiency can’t be improved, and the students have lost their interest in the course of geography.Flip the classroom in geography teaching has also been widely used in the research background and research significance, through the application of the literature flip classroom teaching mode at home and abroad to do the related research and summarize, in the summary of the process found at home and abroad will flip the classroom use in geography teaching in the case is very small, therefore, the author attempts to study the flip classroom interpretation, based on constructivism, humanistic learning theory, cognitive theory, modern education theory, design and application of flipping the classroom in the teaching of geography teaching design and teaching mode of the turning of teaching, and make a comparison of curriculum concept, teaching program the teaching effect, and the traditional geography teaching mode.In the course of the study the author of Shanxi Yongji, Shanxi Province, the three senior middle school nine teachers were interviews with the application of the flipped classroom in geography teaching, about 400 of a junior high school classmates about flipped classroom in geography teaching present situation of the application of the questionnaire, combined with the statistical results of the questionnaire, find out the flipped classroom in the geography teaching in the application of the existing problems and to further analysis. On the basis of this, it puts forward the corresponding optimization design for the application of the flipped classroom in geography teaching.This study used in the process of the literature research, comparative study, case study, questionnaire, statistics analysis method, and through the questionnaire for a deeper understanding of the flip in geography classroom teaching, the application of the results get the following conclusion:According to reverse the current situation of teaching both at home and abroad, collect details flip from application in geography teaching, awareness of flip classroom in domestic geography curriculum of the status quo of the application of a new round of basic education curriculum reform unceasingly thorough, increase classroom in China to promote the operability of the flip. The author deeply analyzes the flip the connotation, essence and characteristics of the classroom, to turn the classroom there is a new understanding of this new way of education, especially for geography, flip this way of teaching is the most suitable class. Turn in optimizing the geography classroom teaching mode, we should follow the principle of students as the main body, build an open teaching principle, presents the principle of interaction of the three principles, to turn geography classroom design through effective preparation, the effective implementation of the classroom before class, after class the consolidation and evaluation of the three steps is optimized, main geological flip the optimization strategy of classroom for combination optimization strategy of teaching preparation, teaching behavior of optimization strategy, the optimization tactics of the management behavior, four strategies to improve the effective strategies of teaching evaluation. Turn geography class the teaching model can significantly improve the students’ interest in learning, learning efficiency, make the students learn to self-study, to a certain extent changed the role of teachers and students, really did it according to their aptitude.

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  • 【网络出版投稿人】 陕西师范大学
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