高中地理课堂和谐师生关系建构研究

发布时间：2018-03-09 03:26

本文选题：高中地理　切入点：和谐　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在学校教育中,师生关系是最基本也是最核心的人际关系。师生关系是师生在交往过程中产生的,是人与人之间基于主体间性的普通关系。同时,师生在学校特殊环境中产生关系,决定了师生关系的特殊性。师生关系并不仅仅存在于课堂当中,表现为单一的教学关系,其层次多样,内涵丰富,课下、生活当中也延伸着师生关系的涵义。师生关系包含三个层次,分别为人际关系、心理关系和教学关系。高中生是具有差异性的个体,对和谐师生关系的理解和需求各不相同,因此在建构和谐师生关系过程中,应充分重视和了解学生的需求差异。地理学科是一门综合性较强的学科,需要师生配合默契才能学好的学科,师生关系的作用尤为重要。本文立足学生对和谐师生关系的差异性需求,提出具有针对性建构策略,实现高中地理课堂的和谐。本文以高中地理课堂和谐师生关系建构研究为课题,采用文献法、问卷调查法、观察法和访谈法,了解当前高中地理课堂师生关系的现状与存在的不和谐现象,分析不同学生对师生关系的期待与需求,提出相应的构建策略。本文分为五个部分：第一部分为引言部分。主要介绍课题研究的背景与意义,总结国内外研究现状,基于此内容确定本文研究的目的、方法和技术路线；第二部分为相关概述与理论基础。对核心概念“和谐师生关系”作一定的概述,明确其内涵；结合地理学科特性,分析地理课堂和谐师生关系的特征。从社会主义和谐理论、内尔·诺丁斯的关怀理论和人本主义理论等角度阐述和谐师生关系的理论基础。第三部分为高中地理课堂师生关系现状调查与分析。通过问卷调查、访谈和课堂观察等方式,总结当前地理师生关系的整体特征,分析师生关系存在的问题,并对此进行原因分析。第四部分为高中地理课堂建构和谐师生关系的原则与策略。根据高中地理课堂师生关系现存问题以及原因分析,提出建构原则和针对性的策略。第五部分为结语部分。归纳论文得出的基本结论,指出论文存在的不足之处,并提出进一步研究的方向与展望。
[Abstract]:In school education, teacher-student relationship is the most basic and core interpersonal relationship. The relationship between teachers and students in the special school environment determines the particularity of teacher-student relationship, which not only exists in the classroom, but also shows as a single teaching relationship. Life also extends the meaning of teacher-student relationship. Teacher-student relationship consists of three levels: interpersonal relationship, psychological relationship and teaching relationship. High school students are individuals with different understanding and different needs for harmonious teacher-student relationship. Therefore, in the process of constructing a harmonious teacher-student relationship, we should pay full attention to and understand the difference of students' needs. Geography is a subject with strong comprehensiveness, which requires teachers and students to cooperate with each other in order to learn well. The function of teacher-student relationship is especially important. Based on the difference demand of students to harmonious teacher-student relationship, this paper puts forward the targeted construction strategy. This paper focuses on the construction of harmonious teacher-student relationship in senior high school geography classroom, adopts the methods of literature, questionnaire, observation and interview. To understand the current situation and disharmony of teacher-student relationship in senior high school geography classroom, and analyze the expectation and demand of different students on teacher-student relationship, This paper is divided into five parts: the first part is the introduction part. It mainly introduces the background and significance of the research, summarizes the current research situation at home and abroad, and determines the purpose, method and technical route of the research based on this content; The second part is the related overview and theoretical basis. The core concept of "harmonious teacher-student relationship" is summarized, and its connotation is clarified, and the characteristics of harmonious teacher-student relationship in geography classroom are analyzed in combination with the characteristics of geography subject. From the perspective of socialist harmonious theory, the second part analyzes the characteristics of harmonious teacher-student relationship in geography classroom. The third part is the investigation and analysis of the current situation of teacher-student relationship in high school geography classroom, through questionnaires, interviews and classroom observation. Summarizing the overall characteristics of the current geographical teacher-student relationship, analyzing the problems existing in the teacher-student relationship, In 4th, the author analyzes the principles and strategies of constructing a harmonious teacher-student relationship in high school geography classroom, and analyzes the existing problems and causes of the teacher-student relationship in senior high school geography classroom. The conclusion of the paper is summarized, the deficiency of the paper is pointed out, and the direction and prospect of further research are put forward.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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