基于前置性学习的初中地理课堂环境优化对策研究

发布时间：2018-07-03 21:03

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

【摘要】：学习总是在一定的环境下发生的,21世纪是一个信息爆炸的时代,科技的普及使得学生的生活方式、思维方式和生活环境也跟着起了很大变化。我们如何让科技为我们的课堂服务以适应时代的变化是一个亟待解决的问题。前置性学习是生本教育的一个重要组成部分,提倡将学生对新知识的学习放在课前通过观看教备学习资料,课上通过教师指导和小组学习进行内化。自2012可汗学院创始人萨尔曼.可汗在TED演讲《用视频再造教育》后在中国引起了一股课堂教学方式改革的浪潮。山东昌乐一中、重庆聚奎中学都对翻转课堂这种方式进行了实践取得了良好的效果。但是,任何教学方式都不会是完美的,在盲目引进之前我们要先了解初中地理课堂的现状,了解学生需要,从现有初中地理课堂环境中的问题着手,结合我国生本理念下的前置性学习让视频教学真正服务于初中地理课堂。本研究在借鉴前人研究成果的基础上,采用定量研究与定性研究相结合。自编初中地理课堂环境调查问卷对西安市某中学的352名分别来自七年级和八年级“火箭班”和“普通班”两个层次的班级同学进行了调查。发放问卷352份,回收325份,有效卷324份,有效率91.76%。使用SPSS19.0对于问卷进行了信度和效度的检验,经过两次因子分析剔除信度较低和载荷量较低的项目后,最终剩余包含51个项目,分为8个因子(全部在我们预设的维度当中)和一个测谎量表的初中地理课堂环境调查问卷。经过EXCEL2010软件对各个因子得分的计算,调查学生对于初中地理课堂环境的整体感知；不同性别学生初中地理课堂环境感知存不存在差异,如果存在差异表现在哪些方面；火箭班和普通班两个层次的班级对初中地理课堂环境的感知有没有差异,如果有,表现在哪些方面。研究结果显示,学生对初中地理课堂环境总体满意,对于但学生对于地理学习的责任感不足,学习缺乏自主性；在教师的教师领导、教师支持方面都比较满意,尤其对教师平等性感知度最高。男女生对初中地理课堂环境感知存在差异,总体男生感知较高,差异主要表现在女生对地理教师领导、学习自主性和学习责任意识较低,男生对同学关系、教师平等性、任务取向感知较女生低。学业水平相同的班级差异很小,学业水平不同的班级对于课堂环境感知有差异,差异表现在除了“同学关系”以外所有影响课堂环境的因子上,学生学业水平与课堂环境感知正相关。接下来,总结了初中地理课堂环境现状调查所体现的四个问题。第一,现有课堂依然是教师中心,学生对老师有很强的依赖心理。第二,学生总体对于地理学科缺乏兴趣,学习地理责任意识弱。第三,初中地理课堂环境感知性别差异明显,女生地理学习自主性和责任意识较弱。第四,不同水平的班级感知差异大,学业水平与课堂感知度呈正相关。对于这些问题的产生原因进行了分析。第一,教师主导历史因素影响。第二,中考指挥棒的影响学生对于学好地理课的责任意识。第三,小组划分不科学,课堂小组活动流于形式,影响学生课堂学习积极性。第四,地理学习能力和学习方法的性别差异。第五,班级学习气氛影响学生课堂环境感知。最后,研究提出通过实行信息化的前置性学习来解决现有课堂问题的建议。首先,实践初中地理前置性学习课堂,转变教师角色并结合初中地理学科特色设计出了初中地理前置性学习的课堂教学程序。第二,提供高质量的课堂教学视频,为学生自主学习提供保障,刺激学生的学习兴趣。第三,科学设计课程任务单,为学生前置性学习提供支架。第四,小组合作竞争机制,人人都是学习的负责人,加强学生的责任意识。
[Abstract]:Learning is always happening in a certain environment. Twenty-first Century is an era of information explosion. The popularization of science and technology has made a great change in the way of life, thinking and living environment for students. How to let science and technology adapt to the changes of the times for our classroom service is a problem to be solved urgently. An important part of this education advocates that students' learning of new knowledge is placed before class by watching teaching materials. In class, teacher guidance and group learning are internalized in class. Sahlman Khan, the founder of the 2012 Khan college, has caused a classroom teaching method in China after the TED speech "video reengineering" in China. The tide of leather. Shandong Changle 1 middle school has achieved good results in the practice of flipped class. However, any teaching method will not be perfect. Before blind introduction, we should first understand the present situation of junior high school geography class, understand the needs of the students, and the problems in the existing junior high school geography classroom environment. On the basis of the previous research results, this study combines quantitative research and qualitative research on the basis of previous research results. The 352 middle school students from junior high school in Xi'an are from grade seven and grade eight respectively. Two classes of class students in the "rocket class" and "ordinary class" were investigated. 352 questionnaires were issued, 325 were recovered, 324 were effectively rolled up, and the efficiency 91.76%. used SPSS19.0 to test the reliability and validity of the questionnaire. After two factor analysis, the final remaining items included 51 items. It is divided into 8 factors (all in our presupposition dimension) and a polygraph questionnaire in junior high school geography classroom environment. Through the calculation of the scores of each factor by the EXCEL2010 software, the students' overall perception of the geography classroom environment in junior middle school is investigated; there is no difference between the geographical classroom environment of different sex students in junior high school. If there are differences in the performance, there are differences in the perception of the junior high school geography classroom environment at the two levels of the rocket class and the ordinary class. If there is any, the results show that the students are satisfied with the geography classroom environment in junior high school, but the students are not responsible for the geography learning, and the learning is lacking. Autonomy is more satisfactory in Teachers' leadership and teacher support, especially for teachers' equality. There are differences between male and female students in junior high school geography classroom environment perception, and students' perception is higher in general. The difference is mainly in girls' leadership to geography teachers, learning autonomy and learning responsibility is lower, boys are students to students. Relationship, teachers' equality, task orientation perception is lower than that of girls. The class differences are very small with the same academic level, and the classes with different academic level are different to the classroom environment perception. The difference shows that the students' academic level is positively related to the classroom environment perception in addition to the factors affecting the classroom environment except "classmate relationship". Four problems are embodied in the survey of the situation of geography classroom environment in junior middle school. First, the existing classroom is still a teacher center, the students have a strong dependence on the teacher. Second, students are generally lack of interest in geography, and the awareness of geographical responsibility is weak. Third, junior high school geography classroom environment perception gender differences are obvious, girls geography Fourth, different level of class perception difference is large, the academic level is positively related to the class perception. The causes of these problems are analyzed. First, the influence of teachers leading historical factors. Second, the influence of the baton on the students' sense of responsibility for learning geography lesson. Third, group division. Not scientific, classroom group activities flow in the form, affecting the students' classroom learning enthusiasm. Fourth, the gender differences in geography learning ability and learning methods. Fifth, class learning atmosphere affects students' classroom environment perception. Finally, the paper puts forward suggestions to solve the existing classroom problems through the implementation of information-based prepositional learning. First, practice Junior high school geography prepositional learning class, change teacher's role and combine the characteristics of junior high school geography to design classroom teaching procedure of junior middle school geography. Second, provide high quality classroom teaching video, provide guarantee for students' self-study, stimulate students' interest in study. Third, scientific design course task list, for students before Fourth, group cooperation and competition mechanism, everyone is the person in charge of learning, to enhance students' sense of responsibility.
【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

【参考文献】