中学地理教师说课能力现状与发展对策研究
发布时间：2018-08-06 21:47
【摘要】：说课是一项起源于我国发展于我国的教研活动,它对于推进新课程改革、促进教研教学质量、提升教师专业能力具有重要意义。随着教育改革的不断推进,地理教学教研出现了很多新的形态,地理说课活动作为一种相对成熟的教学研究活动,已在全国推广开来了,遍及教学研究、职称评定、招聘考核、教师技能比赛等许多方面。本论文依据说课的相关理论,建构了地理说课能力的评价量表,在此基础上对中学地理教师说课能力的现状进行分析研究,总结了当前中学地理教师说课能力存在的问题与原因,最后提出了促进地理说课能力发展的策略。本文的结构主要由六部分组成：第一部分：前言。本部分内容主要论及本论文的研究背景和研究意义,概述了国内外相关说课及地理说课的研究现状和研究成果,并简要说明了本论文的研究目的和内容、研究的基本思路和主要方法。第二部分：地理说课的相关概述。本部分主要对地理说课概念进行界定,阐述地理说课的理论基础、原则、模式与内容,并在参考前人研究成果的基础上,提出了地理说课能力的衡量指标与评价量表。第三部分：对当前中学地理教师说课现状的调查。本部分内容依据地理说课能力评价量表,对地理教育三大杂志中的说课稿和网络说课视频进行观察分析,发放问卷调查中学地理教师的说课情况,并做出数据分析,总结出当前中学地理教师的说课能力现状。第四部分：中学地理教师说课能力现状的评价与成因分析。本部分内容总结了当前中学地理教师的说课能力情况,并依据现状进行详细的原因分析。第五部分：中学地理教师说课能力的提升策略及说课案例展示。本部分内容主要针对当前中学地理教师说课能力存在的问题而提出改进策略,并基于上文提出的评价量表,展示高中地理必修1第二章第三节的说课稿。第六部分：结论与展望。本部分主要对本论文进行简要的归纳总结,进一步概括本论文的不足之处,对未来研究提出展望。
[Abstract]:Lesson saying is a kind of teaching and research activity originated from our country. It is of great significance to promote the new curriculum reform, promote the teaching quality of teaching and research, and enhance the teachers' professional ability. With the continuous promotion of educational reform, many new forms have emerged in geography teaching and research. As a relatively mature teaching and research activity, geography teaching and research activities have been popularized throughout the country, including teaching research, professional title evaluation, recruitment and assessment. Teacher skills competitions and so on. On the basis of the theory of saying lessons, this paper constructs the evaluation scale of geography ability of saying lessons, and then analyzes and studies the present situation of the ability of saying lessons of geography teachers in middle schools. This paper summarizes the existing problems and causes of the ability of saying lessons in middle school geography teachers, and finally puts forward the strategies to promote the development of the ability of saying lessons in geography. The structure of this paper consists of six parts: the first part: preface. This part mainly discusses the research background and significance of this thesis, summarizes the current situation and research results of the related lectures and geography lessons, and briefly explains the purpose and content of this paper. The basic ideas and main methods of the research. The second part: the geography theory lesson related summary. This part mainly defines the concept of geography lesson, expounds the theory foundation, principle, mode and content of geography theory lesson, and puts forward the measure index and evaluation scale of geography saying ability based on the previous research results. The third part: the investigation of the present situation of geography teachers in middle school. The content of this part is based on the evaluation scale of geography lesson saying ability, to observe and analyze the class saying draft and the network saying lesson video in the three major journals of geography education, to issue a questionnaire survey on the middle school geography teacher's class saying situation, and to make the data analysis. Summarize the current situation of middle school geography teacher's ability to say lessons. The fourth part: the evaluation and cause analysis of middle school geography teacher's teaching ability. This part summarizes the current middle school geography teacher's ability to say lessons, and analyzes the reasons in detail according to the present situation. The fifth part: the strategy of improving the ability of middle school geography teachers to say lessons and the demonstration of teaching cases. This part mainly aims at the existing problems of middle school geography teachers' ability to say lessons and puts forward some improvement strategies. Based on the evaluation scale put forward above, it shows the lecture notes of the second chapter and the third section of the required geography course in senior high school. The sixth part: conclusion and prospect. This part mainly summarizes this paper briefly, further generalizes the deficiency of this paper, and puts forward the prospect to the future research.
【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：2169086
[Abstract]:Lesson saying is a kind of teaching and research activity originated from our country. It is of great significance to promote the new curriculum reform, promote the teaching quality of teaching and research, and enhance the teachers' professional ability. With the continuous promotion of educational reform, many new forms have emerged in geography teaching and research. As a relatively mature teaching and research activity, geography teaching and research activities have been popularized throughout the country, including teaching research, professional title evaluation, recruitment and assessment. Teacher skills competitions and so on. On the basis of the theory of saying lessons, this paper constructs the evaluation scale of geography ability of saying lessons, and then analyzes and studies the present situation of the ability of saying lessons of geography teachers in middle schools. This paper summarizes the existing problems and causes of the ability of saying lessons in middle school geography teachers, and finally puts forward the strategies to promote the development of the ability of saying lessons in geography. The structure of this paper consists of six parts: the first part: preface. This part mainly discusses the research background and significance of this thesis, summarizes the current situation and research results of the related lectures and geography lessons, and briefly explains the purpose and content of this paper. The basic ideas and main methods of the research. The second part: the geography theory lesson related summary. This part mainly defines the concept of geography lesson, expounds the theory foundation, principle, mode and content of geography theory lesson, and puts forward the measure index and evaluation scale of geography saying ability based on the previous research results. The third part: the investigation of the present situation of geography teachers in middle school. The content of this part is based on the evaluation scale of geography lesson saying ability, to observe and analyze the class saying draft and the network saying lesson video in the three major journals of geography education, to issue a questionnaire survey on the middle school geography teacher's class saying situation, and to make the data analysis. Summarize the current situation of middle school geography teacher's ability to say lessons. The fourth part: the evaluation and cause analysis of middle school geography teacher's teaching ability. This part summarizes the current middle school geography teacher's ability to say lessons, and analyzes the reasons in detail according to the present situation. The fifth part: the strategy of improving the ability of middle school geography teachers to say lessons and the demonstration of teaching cases. This part mainly aims at the existing problems of middle school geography teachers' ability to say lessons and puts forward some improvement strategies. Based on the evaluation scale put forward above, it shows the lecture notes of the second chapter and the third section of the required geography course in senior high school. The sixth part: conclusion and prospect. This part mainly summarizes this paper briefly, further generalizes the deficiency of this paper, and puts forward the prospect to the future research.
【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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