初中地理课堂有效管理方法探讨与策略构建

发布时间：2018-05-15 02:33

本文选题：初中地理 + 课堂管理　；参考：《陕西师范大学》2015年硕士论文

【摘要】：课堂管理是教师通过营造和谐的课堂环境、设计科学的课堂常规和教学方式,以此引导学生有效参与教学活动的方式。对于初中地理来说,良好与有效的课堂管理是顺利开展课堂活动的基石,因此,课堂管理的作用也逐渐受到重视。在新课改理念的推进下,地理教师的任务就是引领学生学会生活,引导学生建立正确的地理观念和可持续发展观念,形成良好的人文精神与审美情趣。然而,现如今初中地理课堂管理存在诸多问题,如重讲授,轻参与；重知识,轻能力；重教材,轻资源；重个体,轻合作等等,影响了学生的全面发展和地理课程对学生能力的建构。因此,地理教师在新课改的要求下需要用一种科学、全新的理念进行课堂管理,以此更好地促进学生学习对终身发展有用的地理。笔者通过教学实践以及查阅大量的文献梳理了初中地理有效课堂管理的国内外研究现状,了解了课堂管理的相关概念,明确了初中地理课堂有效管理的目标、原则与方法,选取了恰当的研究方法；并以不同省市的三所学校的初中地理教师和学生为研究对象,主要采用文献研究法、问卷调查法、师生访谈法、观察研究法、实验研究法,从人本主义、建构主义和教学过程最优化理论分析了初中地理课堂存在的诸多问题以及影响地理课堂管理的因素,进而从课堂环境、课堂秩序、课堂教学设计以及学生自我管理四方面探究了地理课堂管理的有效策略。本文对初中地理课堂管理进行了全面系统的研究和分析,得出以下结论：1、营造和谐的课堂环境是初中地理有效课堂管理的基础。地理教师不仅要创造适合的课堂物理环境,还要建构良好的课堂氛围。2、地理教师需要结合初中生的身心发展特点建立合理的课堂常规,并有效地维护课堂常规,减少学生的违纪行为。3、地理教师应该全方位入手,有效管理教育资源和课堂时间,精心设计课堂教学的各个环节,创造团结、紧张、严肃、活泼的课堂氛围。4、地理教师在与学生交往的过程中,发展学生的责任心、培养学生的自我管理意识,最终使学生从“他律”走向“自律”。
[Abstract]:Classroom management is a way for teachers to guide students to participate in teaching activities by creating a harmonious classroom environment and designing scientific classroom routine and teaching methods. For junior middle school geography, good and effective classroom management is the cornerstone of the smooth development of classroom activities, therefore, the role of classroom management has been gradually attached importance. With the promotion of the new curriculum reform concept, the task of geography teachers is to lead students to learn to live, to guide students to establish correct concept of geography and sustainable development, and to form good humanistic spirit and aesthetic taste. Nowadays, however, there are many problems in geography classroom management in junior high school, such as emphasizing teaching, neglecting participation, emphasizing knowledge, neglecting ability, attaching importance to teaching materials, neglecting resources, attaching importance to individuals, neglecting cooperation, and so on. It affects the overall development of students and the construction of students' ability in geography curriculum. Therefore, geography teachers need to use a new concept of classroom management under the requirements of the new curriculum reform, so as to better promote students to learn geography that is useful for lifelong development. Through teaching practice and consulting a large number of documents, the author combs the domestic and international research status of effective classroom management in junior high school geography, understands the related concepts of classroom management, and clarifies the objectives, principles and methods of effective classroom management in junior high school geography. Taking the geography teachers and students of three schools in different provinces and cities as the research objects, the paper mainly adopts the methods of literature research, questionnaire survey, interview between teachers and students, observation research, experimental research, etc. Based on the theories of humanism, constructivism and the optimization of teaching process, this paper analyzes the problems existing in the geography classroom in junior high school and the factors influencing the management of the geography classroom, and then analyzes the classroom environment and classroom order. This paper probes into the effective strategies of geography classroom management in four aspects: classroom teaching design and students' self-management. This paper makes a comprehensive and systematic study and analysis of junior high school geography classroom management, and draws the following conclusion: 1. Creating a harmonious classroom environment is the foundation of junior high school geography effective classroom management. Geography teachers should not only create a suitable classroom physical environment, but also construct a good classroom atmosphere. Geography teachers need to combine the physical and mental development characteristics of junior high school students to establish reasonable classroom routine, and effectively maintain classroom routine. To reduce students' behavior of violating discipline. 3, geography teachers should start from all directions, effectively manage educational resources and classroom time, carefully design each link of classroom teaching, and create unity, tension and seriousness. In the process of communicating with students, geography teachers develop students' sense of responsibility, cultivate students' self-management consciousness, and finally make students move from "heteronomy" to "self-discipline".
【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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