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高中地理课堂中的情感教学策略实施研究

【作者】 樊文璐

【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】 本研究以教育科学理论为基础,通过对前人研究的成果分析讨论,结合高中地理课堂情感教学的现状,进行深入的调查研究,试图提出具有可操作性的、较为系统完善的地理情感教学策略,以期为高中地理课堂教学的理论研究做出贡献,同时激发学生对地理的学习兴趣,帮助学生树立正确的世界观、人生观和价值观,为提高高中地理教学质量提供部分借鉴。新课改实施以来,情感教学受到了前所未有的关注,地理情感教学也成为地理课程改革中被关注的新课题。目前国内和国际对于情感教学的研究已经取得了很大成果,但大部分研究是基于心理学和教育学等大学科的基础上的,具体到地理学科的情感教学研究很少。本文对于高中地理课堂中的情感教学实施策略实践研究将有助于弥补这一缺憾。笔者通过查阅文献资料了解了情感教学理论的发展,并对国内外研究的现状和相关文献进行整理,确定了研究方法和技术路线。然后从情感教学和地理学科的联系入手,认识到地理学科中情感因素的重要性,通过问卷调查法了解地理教师对情感教学的重视程度、地理情感教学的现状和高中学生的情感状况,并对问卷调查的结果进行了科学的统计和分析。随后,笔者提出适应高中地理课堂的情感教学实验,设计了适合高中地理课堂并体现情感教学的教学设计,以此教学设计在实验班进行了为期两个月的地理情感教学实验,对照班继续采用传统的地理教学方法。实验过程中采用观察研究法和深度访谈法对比实验班和对照班的地理教学效果,证实情感教学在地理课堂实施的必要性和有效性。最终从教师自身、师生关系、教学内容、教学评价和教学环境五个方面提出地理情感教学的有效策略。教师自身方面主要指教师应注意个人形象、培养个人魅力并通过自身对地理学科体现出来的热情感染学生;师生关系方面要求教师在教学活动中培养良好的师生关系;教学内容方面要求教师突出地理教材的显性情感因素、发掘地理教材中的隐性情感因素;教学评价方面要求教师评价方式多样化,并以积极的鼓励性评价为主;教学环境方面除了保证学生有一个优美的学习环境之外还要充分利用社会资源,培养学生的爱国主义情怀、审美主义情怀以及环境观等。本研究的创新之处在于体现情感教学的地理教学设计,并提出了具体的地理情感教学策略方法。本文对高中地理课堂的情感教学进行了全面系统的调查和分析研究,得出以下结论:1.地理情感教学的实施可以激发学生学习地理的兴趣,提高地理学习的效率,培养学生爱国主义、审美主义的情感,还能帮助学生树立正确的世界观、环境观以及可持续发展观。2.在高中地理课堂实施情感教学,教师自身的情感状态很重要,地理教师需要在课堂上充满情感、饱含热情,并处理好师生关系,营造和谐轻松的课堂气氛,同时要优化地理情感的教学环境,不仅对于学生的学习积极性有很大帮助,而且地理课堂的教学效果能得到明显的增强。3.地理教材中的情感因素非常丰富,教师要特别注意发掘教材中的隐性情感因素,进行教学评价时要以鼓励和表扬为主,有助于培养学生学习地理的兴趣,树立学习地理的自信心,更有助于提高大部分学生的学习成绩。

【Abstract】 This study takes science education theory as the foundation, through the res ults of previous studies discussed, combined with the status of high school geogr aphy affective teaching in class, in-depth investigations and studies, attempts to p ut forward to have the maneuverability, more systematic and perfect the geograp hy affective teaching strategies, in order to contribute to the study of the theory of the high school geography classroom teaching, and stimulate the students’ inte rest in learning of geography, to help students establish a correct world outlook, outlook on life and values, provide some reference to improve the quality of hig h school geography teaching.Since the implementation of the new curriculum reform, the emotion teachin g has received the unprecedented attention, the Geography Emotion teaching has also become the new topic which is concerned in the geography curriculum refor m. The current domestic and international research for affective teaching has ma de great achievements, but most of the research is based on the basic psycholog y and pedagogy and other major subjects on affective little teaching and research specific to geography. Practice of teaching used in this paper for the emotional high school geography class will help make up for this shortcoming.Through access to literature to understand the development of affective teach ing theory, and organize research status, identifying research methods and technic al route. And from the emotional ties of geography teaching and start to recogni ze the importance of emotional factors in geography, through questionnaires to u nderstand the geography teachers teaching emphasis on emotion, emotional status of geography teaching and high school students emotional situation, and the res ults of a scientific survey of statistics and analysis.Subsequently, the author proposes to adapt the high school geography classr oom teaching emotional experiment was designed for high school geography clas sroom teaching design and reflect the emotion teaching, in this experimental clas s teaching design in a two-month experiment teaching geography emotional contr ol class continue to use the traditional method of teaching geography, during the experiment method using observational studies and comparative experiments dept h interview classes and control classes in geography teaching effect, confirming t he necessity and effectiveness of teaching emotional geography classroom implem entation.Ultimately from teachers themselves, teacher-student relationship, teaching co ntent, teaching evaluation and teaching environment puts forward five effective st rategies emotional geography teaching, teachers’ aspect refers primarily teachers s hould pay attention to personal image, personal charm and culture through its o wn on geography reflected enthusiasm infected students; teacher-student relationsh ip requires teachers to train in the teaching activities of good teacher-student rela tionship; outstanding teachers teaching geography teaching emotional factors expli cit content requirements, explore geography textbooks hidden emotional factors, a nd linked to everyday life and reflect the "life of Geography "; teaching evaluati on requirements for teacher evaluation forms, and to actively encourage the evalu ation of the main; teaching environment in addition to ensure that students have a beautiful learning environment outside also make full use of social resources, s tudents patriotism, Aesthetic feelings and outlook as well as the environment.The innovation of this study is designed to reflect the emotion teaching geo graphy teaching, and proposes specific geographic affective teaching strategies me thods.In this paper, emotional teaching high school geography class conducted a s urvey and analysis of the overall system, the following conclusions:1, Implementation of the emotional geography teaching can stimulate student s’ interest in learning geography, improve the efficiency of learning geography, st udents patriotism, emotional aestheticism, but also help students to establish a co rrect world outlook, outlook environment and sustainable development concept.2, Implementation of emotional teaching in high school geography classroom, teachers’ emotional state is very important, the geography teachers need in the c lassroom is full of emotion, full of enthusiasm and a good relationship between teachers and students, and create a relaxed and harmonious atmosphere in the cla ssroom, at the same time, we should optimize the environment for the teaching of Geography Emotion, not only for the enthusiasm of the students have great help and geography classroom teaching effect can be significantly enhanced.3, Affective factors in geography textbooks is very rich, teachers should esp ecially pay attention to discover implicit affective factors in the textbooks, teachi ng evaluation to to encourage and praise is given priority to, in the interest of s tudents learning geography, foster self-confidence in learning geography, but also help to improve the learning achievement of students.

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  • 【网络出版投稿人】 陕西师范大学
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