基于分层教学理论的艺术生地理课堂实践研究
发布时间：2018-07-15 19:47
【摘要】：艺术生作为高考生的一大群体,其发展的比例逐渐增大。这些学生既需要参加音乐、美术、舞蹈、传媒等艺术专业高考,同时也参加全国文化高考。在很多高中学校里,艺术生是一个特殊的群体,在文化学习方面,学校还没有一个独立的系统和管理手段,他们对文化学习不够重视,教师课堂教学效率低,文化高考成绩不理想。如何改变艺术生的地理学习状况,提高地理课堂教学的有效性,提高艺术生的地理学习能力,成为教学研究的一个焦点问题。分层教学正是在尊重学生的差异基础上实施教学,以促进每位学生都能得到发展的一种教学模式。本研究初次探讨分层教学在艺术生地理课堂的实施,按照调查结果,将实验班学生进行分层,采用教学目标分层、教学内容分层、作业分层、教学评价分层,进行为期半年的分层教学实验,通过用三次月考成绩和笔者与学生的交流以及上课时的观察,与对照班对比,发现分层教学是促进艺术生各层次学生地理学习取得进步的一种有效教学模式。
[Abstract]:Art students as a large group of college entrance examination students, the proportion of its development is gradually increasing. These students take both music, art, dance, media and other arts majors in the National College entrance examination for Culture. In many high schools, art students are a special group. In terms of cultural learning, the school does not have an independent system and management means, they do not pay enough attention to cultural learning, and teachers' classroom teaching efficiency is low. The achievement of cultural college entrance examination is not ideal. How to change the geography learning situation of art students, improve the effectiveness of geography classroom teaching and improve the geography learning ability of art students have become a focus of teaching research. Stratified teaching is a teaching mode which can promote the development of every student on the basis of respecting the differences of students. This study first discusses the implementation of stratified teaching in the geography classroom of art students. According to the results of the investigation, the students in the experimental class are stratified, including teaching goal stratification, teaching content stratification, homework stratification, teaching evaluation stratification, etc. The experiment was carried out for half a year. The results of the three-month test, the communication between the author and the students and the observation in class were compared with the control class. It is found that stratified teaching is an effective teaching mode to promote the progress of students' geography learning at all levels of art students.
【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
本文编号：2125189
[Abstract]:Art students as a large group of college entrance examination students, the proportion of its development is gradually increasing. These students take both music, art, dance, media and other arts majors in the National College entrance examination for Culture. In many high schools, art students are a special group. In terms of cultural learning, the school does not have an independent system and management means, they do not pay enough attention to cultural learning, and teachers' classroom teaching efficiency is low. The achievement of cultural college entrance examination is not ideal. How to change the geography learning situation of art students, improve the effectiveness of geography classroom teaching and improve the geography learning ability of art students have become a focus of teaching research. Stratified teaching is a teaching mode which can promote the development of every student on the basis of respecting the differences of students. This study first discusses the implementation of stratified teaching in the geography classroom of art students. According to the results of the investigation, the students in the experimental class are stratified, including teaching goal stratification, teaching content stratification, homework stratification, teaching evaluation stratification, etc. The experiment was carried out for half a year. The results of the three-month test, the communication between the author and the students and the observation in class were compared with the control class. It is found that stratified teaching is an effective teaching mode to promote the progress of students' geography learning at all levels of art students.
【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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