问题导学法在初中地理教学中有效性研究

发布时间：2018-03-09 21:58

本文选题：初中地理教学　切入点：问题导学法　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在新课改教学理念的基础上,问题导学法应运而生,是当前教育领域关注的热点问题,但在中学地理教学中,对其实施效果的研究却甚少有人涉及。在此基础上,笔者结合初中地理课堂,对问题导学法的实施效果进行调查与评价,对完善问题导学法的实施策略,以及对提高教师的教学水平和学生的问题解决能力都具有一定的参考价值。该论文结合笔者的实习经历,以珠海市南水中学为例,通过问卷调查、个人访谈调查、课堂观察的方法,对师生在地理课堂教学中的表现进行分析,并得出以下的结论：(1)笔者根据课堂观察和调查结果,发现问题导学法在实施的过程中,存在如下的问题：学生意识到问题、提出问题、积极参与讨论、回答问题和课后主动思考问题的人数偏少。究其原因,主要是教师对问题情境的创设脱离了学生的兴趣点；对问题提出的方式过于单一；对黑板、图表、视频的利用率不够充分；对学生的引导脱离其认知水平和生活经验；对学生的监督和管理不彻底造成的。(2)笔者针对存在的问题,结合自身教学经验,提出问题导学法的提升策略--“五步走”教学策略。第一步：情境创设、问题引入；第二步：师生互问、问题呈现；第三步：联系生活、问题引导：第四步：自主合作、问题交流；第五步：框架整理,问题反馈。并将问题情境创设的基本原则和主要方法；问题提出的主要方法；问题呈现的主要途径；教师引导的基本原则；对学生监督管理的主要方法；问题反馈的主要方法等进行说明和分析。(3)笔者结合人教版初中地理教材,以《地球的运动》、《美国》和《气候多样、季风显著》三节课为例,对问题导学法“五步走”教学策略的实施过程进行分析并通过实证检验。根据对师生课堂表现的观察和对学生的地理期中、期末成绩的对比分析,证明问题导学法“五步走”教学策略有效,主要表现在：第一,提出问题的学生人数明显增多；第二,积极参与问题讨论的学生人数明显增多；第三,回答问题的学生人数明显增多；第四,课后主动思考问题的学生人数明显增多；第五,学生的地理成绩水平有明显的提高,且各班的平均分和及格率平均都提高了3.1分和8.5%左右。通过该论文的研究,对提高教师的教学水平以及学生的问题解决能力、地理思维能力都具有一定的指导价值。同时,笔者希望可以对中学地理教师,特别是新入职的地理教师在转变教学方法和教学理念方面起到一定的帮助。
[Abstract]:On the basis of the new teaching concept of curriculum reform, the problem guidance method emerges as the times require, which is a hot issue in the field of education. However, in the middle school geography teaching, the research on the effect of its implementation is seldom involved. Combined with the junior middle school geography classroom, the author investigates and evaluates the implementation effect of the problem guidance method, and improves the implementation strategy of the problem guidance method. And it has certain reference value for improving teachers' teaching level and students' problem-solving ability. This paper combines the author's practical experience, taking Nanshui Middle School in Zhuhai as an example, through questionnaire investigation and personal interview investigation. The method of classroom observation, analyzes the performance of teachers and students in geography classroom teaching, and draws the following conclusion: 1) according to the results of classroom observation and investigation, the author finds that the problem guidance method is in the process of implementation. There are the following problems: the number of students who are aware of the problem, put forward the question, take an active part in the discussion, answer the question and think actively after class is on the low side. The main reason is that the teacher's creation of the problem situation is out of the students' interest point; The way to put forward the problem is too single; the utilization rate of blackboard, chart, video is not enough; the guidance to the students is out of their cognitive level and life experience; the supervision and management of the students is not completely caused by the existing problems. Combining with their own teaching experience, this paper puts forward the strategy of "five steps" teaching strategy. The first step: situation creation, problem introduction, the second step: teachers and students ask each other questions, the third step: connect with life, the first step is the situation creation, the question introduction, the second step: teachers and students ask each other questions, the third step: connecting life, Problem guidance: 4th steps: independent cooperation, problem communication; 5th steps: frame arrangement, problem feedback. The basic principles of teachers' guidance; the main methods of student supervision and management; the main methods of question feedback, etc.) the author combines the teaching materials of junior high school geography of the people's Education Edition, to "the Movement of the Earth", "America" and "Climate Diversity". As an example, the paper analyzes the implementation process of the "five steps" teaching strategy of the problem guide method and passes the empirical test. According to the observation of the classroom performance of teachers and students and the comparative analysis of the students' geographical term and final grade, It is proved that the "five-step" teaching strategy of the problem-guiding method is effective, mainly in the following aspects: first, the number of students asking questions has increased significantly; second, the number of students actively participating in the discussion of problems has increased obviously; third, the number of students who have actively participated in the discussion of problems has increased. The number of students answering questions increased significantly; in 4th, the number of students who took the initiative to think after class increased significantly; and in 5th, the level of students' geography scores improved significantly. The average score and pass rate of each class have been increased by 3.1 points and 8.5%. Through the research of this paper, it has certain guiding value to improve the teachers' teaching level, the students' problem-solving ability and the geography thinking ability. The author hopes to help middle school geography teachers, especially new geography teachers, in changing teaching methods and teaching ideas.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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