基于“全纳性”的地理课堂合作学习实践研究
发布时间：2018-08-18 08:21
【摘要】：教育部颁发的《全日制义务教育地理课程标准》修订版中的基本理念部分提出：“倡导多样的地理学习方式,鼓励学生自主学习、合作交流、积极探究”。南京市从2005年起推行小班化教育教学实验,在小班化教育教学实验推进过程中,专家提炼出小班化的三大策略：“全纳性、个别化、活动化”,在地理课堂上如何有效的落实“全纳性”策略,小组合作学习方式成为课堂基本要素。合作学习被人们誉为“近十几年来最重要和最成功的教学改革”,研究证明这是一种值得倡导的教学策略和学习方式。笔者通过教育教学实践和调查,发现受传统的教学方式、学生的个性差异等方面的影响,在地理课堂上开展的合作学习仍存在一些问题,学生的参与率较低。针对当前的地理课堂教学中合作学习存在的种种问题,为使地理课堂的合作学习更加有效,也使所有的学生参与进来,得到更全面、更有效地锻炼,体现小班化的“全纳性”理念。笔者结合自己的教育教学实践,借鉴专家、学者们的理论和经验,通过问卷调查和课堂观察,发现影响“全纳性”地理课堂合作学习的主要原因有：课前准备不充分、学生参与不均衡、合作学习内容不恰当、合作讨论环节欠妥、合作评价不科学等。并从以下几个方面进行了实践探究：1.建设有效的地理课堂合作学习小组；2.营造良好的合作学习氛围；3.培养学生自主学习的能力；4.培养学生合作学习的兴趣；5.完善合作学习的评价体系。通过研究,力争增强学生学习地理的兴趣,提高教师的教育教学能力,促使地理课的合作学习人人参与,人人有效。
[Abstract]:The basic idea in the revised edition of Geography Curriculum Standard for Full-time compulsory Education issued by the Ministry of Education puts forward: "advocating various ways of geography learning, encouraging students to study independently, cooperating and exchanging, and actively exploring". Nanjing has been carrying out teaching experiment of small class education since 2005. In the course of promoting teaching experiment of small class education, experts have abstracted three strategies of small class education: "all-inclusive, individualized, active". How to effectively implement "inclusive" strategy in geography classroom, group cooperative learning is the basic element of class. Cooperative learning has been praised as "the most important and successful teaching reform in recent ten years", which has been proved to be a teaching strategy and learning method worthy of advocacy. Through educational practice and investigation, the author finds that there are still some problems in cooperative learning in geography classroom, which are influenced by traditional teaching methods and students' personality differences, and the participation rate of students is low. In view of the problems existing in cooperative learning in the current geography classroom teaching, in order to make the cooperative learning in geography classroom more effective, and to enable all students to participate in it, they can get more comprehensive and effective exercise. Embody the concept of "all-inclusive" in small class. The author combines his own educational practice, draws lessons from the theories and experiences of experts and scholars, through questionnaire investigation and classroom observation, finds out that the main reasons that affect the cooperative study of "inclusive" geography classroom are: inadequate preparation before class, Students' participation is not balanced, cooperative learning content is not appropriate, cooperative discussion is not appropriate, cooperative evaluation is not scientific, and so on. And has carried on the practice inquiry from the following several aspects: 1. Build an effective cooperative learning group in geography class. Create a good cooperative learning atmosphere. Cultivate students' ability to learn independently. Cultivate students' interest in cooperative learning. Improve the evaluation system of cooperative learning. Through the research, we try to strengthen the students' interest in studying geography, improve the teachers' ability of education and teaching, and promote the cooperative study of geography course.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55
本文编号：2188914
[Abstract]:The basic idea in the revised edition of Geography Curriculum Standard for Full-time compulsory Education issued by the Ministry of Education puts forward: "advocating various ways of geography learning, encouraging students to study independently, cooperating and exchanging, and actively exploring". Nanjing has been carrying out teaching experiment of small class education since 2005. In the course of promoting teaching experiment of small class education, experts have abstracted three strategies of small class education: "all-inclusive, individualized, active". How to effectively implement "inclusive" strategy in geography classroom, group cooperative learning is the basic element of class. Cooperative learning has been praised as "the most important and successful teaching reform in recent ten years", which has been proved to be a teaching strategy and learning method worthy of advocacy. Through educational practice and investigation, the author finds that there are still some problems in cooperative learning in geography classroom, which are influenced by traditional teaching methods and students' personality differences, and the participation rate of students is low. In view of the problems existing in cooperative learning in the current geography classroom teaching, in order to make the cooperative learning in geography classroom more effective, and to enable all students to participate in it, they can get more comprehensive and effective exercise. Embody the concept of "all-inclusive" in small class. The author combines his own educational practice, draws lessons from the theories and experiences of experts and scholars, through questionnaire investigation and classroom observation, finds out that the main reasons that affect the cooperative study of "inclusive" geography classroom are: inadequate preparation before class, Students' participation is not balanced, cooperative learning content is not appropriate, cooperative discussion is not appropriate, cooperative evaluation is not scientific, and so on. And has carried on the practice inquiry from the following several aspects: 1. Build an effective cooperative learning group in geography class. Create a good cooperative learning atmosphere. Cultivate students' ability to learn independently. Cultivate students' interest in cooperative learning. Improve the evaluation system of cooperative learning. Through the research, we try to strengthen the students' interest in studying geography, improve the teachers' ability of education and teaching, and promote the cooperative study of geography course.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55
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