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基于高中生自主学习目标的地理问题式教学研究

【作者】 刘瑶

【导师】 孙虎;

【作者基本信息】 陕西师范大学, 教育硕士(专业学位), 2019, 硕士

【摘要】 在2017年颁布的最新的高中地理课程标准中提到要重视对地理问题的探究,倡导学生自主学习,主动开展地理观测,实验,调查和专题研究等实践活动。当前的教育热点都集中于以学生为主体,教师成为引导者。在这个过程中,对学生的要求就逐步提高,学生必须具备一定的自主的学习能力。学生自主的提取有效信息,衔接新旧知识,建立属于自己的知识体系,真正实现以学生为主体的原则。在当今知识大爆炸的时代,信息技术高速发展,只有具备自主学习的能力,才能不断的提高自我,顺应时代的潮流。对于自主学习的相关研究也很多,表现出对学生自主学习能力的重视,但是多侧重于对自主学习的特点,影响因素,培养措施。多集中在数理化等逻辑性较强的科目,在高中地理的相关研究占得数量较少。针对学生自主学习能力的具体措施还有待研究。在这种背景下,设计合理的调查问卷对当前高中生在地理学习方面的状况做相关的调查。采用数理统计法对问卷信息分析后,得到反馈信息;查阅相关文献资料,与学校老师和学生进行交流,做好听课记录,然后针对于当前的现状构建有效的地理问题式教学策略;在适于运用问题式教学的必修二的教学中,展开实验研究,设计相应的教学案例;设置实验班和对照班,采取不一样的教学策略,实施教学研究;经过阶段式的教学后,基于高中生自主学习目标,设置自主学习量表的测评,以及对学生进行访谈和成绩差异性对比进行效果测评。获得以下结论:(1)针对当前学生的学习情况,构建了合理的教学策略。对问题进行了界定,根据不同的方面进行构建,主要分为行为主体不同、来源不同、学习方法不同和思想不同。提出问题式教学所要遵循的原则主要有坚持地理核心素养的导向性、把握问题的动态性、体现学生的主体性、明确教师的主导性和注意评价的形成性。在实验教学过程中实施预审读,列问题;创情境,提问题;寻思路,析问题;找方法,破问题;建框架,清疑问;做总结,细评价的步骤。(2)将自主学习划分为四个维度:自我意识、内在学习动机、学习策略和意志控制,不同的维度设置相应的问题建立自主学习量表进行测评,经过一个学期的实验研究,对比分析,通过地理问题式教学实验班的成绩提高和思想行为表现有所变化。在实验研究中得出结论,地理问题式教学可以提高高中生自主学习。(3)针对研究中出现的问题提出以下的建议:明确学习地理的目的;营造地理氛围,促进地理学习;贴近生活,回归课本;转变教学观念,走向核心素养。

【Abstract】 In the latest high school geography curriculum standards promulgated in 2017.it is mentioned that we should pay attention to the exploration of geographical issues,advocate students to learn independently,and actively carry out practical activities such as geographic observation,experiment,investigation and special research.The current educational hotspots focus on students as the main body and teachers as the guides.In this process,the requirements for students are gradually improved,and students must have a certain ability to learn independently.Students independently extract effective information,connect old and new know-ledge,establish their own know-ledge system,and truly realize the principle of taking students as the main body.In today’s era of knowledge explosion,information technology is developing at a high speed.Only with the ability to learn independently can we continuously improve ourselves and conform to the trend of the times.There are also many related researches on independentlearning,which show the importance of students’independent learning ability,but they focus on the characteristics,influencing factors and training measures of independent learning.Most of them focus on subjects with strong logic such as mathematics and physics,and the related research in high school geography accounts for a small number.Specific measures for students’ independent learning ability remain to be studied.In this context,a well-designed questionnaire is used to investigate the current situation of high school students in geography learning.Using the mathematical statistics method to analyze the questionnaire information,get feedback information;consult relevant literature materials,communicate with school teachers and students,do a good lecture record,and then construct an effective geographic problem-based teaching strategy for the current situation;In the teaching of compulsory two of problem-based teaching,carry out experimental research,design corresponding teaching cases;set up experimental classes and control classes,adopt different teaching strategies,and implement teaching research;after staged teaching,based on high school students’autonomy Learning objectives,setting up assessments of independent learning scales,and interviewing students and comparing differences in performance for performance evaluation.Obtain the following conclusions:(1)A reasonable teaching strategy is constructed for the current students’ learning situation.The problem is defined and constructed according to different aspects,which are mainly divided into different actors,different sources,different learning methods and different ideas.The principles to be followed in proposing problem-based teaching mainly include adhering to the orientation of geographic core literacy,grasping the dynamics of the problem,embodying the subjectivity of students,clarifying the dominance of’teachers and the formation of attention evaluation.In the process of experimental teaching,the pre-reading is carried out,and the problems are created;the situation is created,the questions are raised;the ideas are searched,the problems are solved;the methods are found,the problems are broken;the framework is built,the questions are questioned;the steps are summarized and carefully evaluated.(2)Divide independent learning into four dimensions:self-awareness,inner learning motivation,learning strategy and will control.Different dimensions set corresponding problems to establish independent learning scales for evaluation.After one semester of experimental research,comparative analysis,Through the geographical problem-based teaching experimental class,the improvement of grades and the performance of thoughts and behaviors have changed.In the experimental research,it is concluded that geography-based teaching can improve the independent learning of high school students.(3)Suggest the following questions for the research:to clarify the purpose of geography;to create a geographical atmosphere,to promote geography learning;to be close to life,to return to textbooks;to change teaching concepts and to achieve core literacy.

  • 【网络出版投稿人】 陕西师范大学
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