中学地理生活化教学策略探究
发布时间：2019-03-25 09:40
【摘要】：地理是一门与生活联系非常紧密的实用性学科,地理学习本不该脱离生活实际,但由于受应试教育的影响,地理学习已与我们的生活相去甚远,特别是中学地理的学习。在新课程改革的推动下,在新的《中学地理课程标准》的指引下,改变传统的教学方式,“学习对生活有用的地理”,实施中学地理生活化教学已是大势所趋。目前,中学生和中学地理教师对地理生活化教学仍存在认识上的误区,怕生活化教学耽误了学习时间,影响了学习成绩,所以生活化教学只是个别老师的偶尔行为,没有形成规模性的长期行为。本文以新课程改革为指引,以《中学地理新课程标准》为依准,结合当前生活化教学出现的问题,从观念和实践两方面进行阐述应对措施。通过本文的分析研究以提升自己的教学理论水平,并期望能够对新课程改革的推行起到积极作用。本文首先从国内外中学地理生活化教学的研究背景入手,在新课程改革的新理念和新理论的指引下,在新课标的要求下,通过借鉴哲学、教育学和心理学的相关理论作为本文的理论依据,通过问卷调查数据分析找到当前生活化教学出现的问题,提出中学地理生活化教学的策略,并以案例的形式呈现。重点探究了生活化教学的具体操作:主要分三步完成,课前准备阶段,课堂实践阶段和课后巩固阶段,从教师和学生两大主体入手,分三阶段采取不同的策略,以实现课堂理论教学与生活实践的完美结合。
[Abstract]:Geography is a practical subject closely related to life, geography study should not be separated from the reality of life, but because of the influence of examination-oriented education, geography study is far from our life, especially in middle school. Under the promotion of the new curriculum reform and under the guidance of the new Curriculum Standard of Geography in Middle School, it is an inevitable trend to change the traditional teaching method, to "learn geography which is useful to life" and to implement the life-oriented teaching of geography in middle school. At present, middle school students and middle school geography teachers still have misunderstandings about geography life-based teaching, for fear that life-based teaching will delay learning time and affect learning achievement, so life-based teaching is only the occasional behavior of individual teachers. There is no long-term behavior that forms a scale. Under the guidance of the new curriculum reform and the "New Curriculum Standard of Geography in Middle School", combined with the problems existing in the current life-oriented teaching, this paper expounds the countermeasures from the two aspects of concept and practice. Through the analysis and research in this paper, we can improve our teaching theory level, and hope to play a positive role in the implementation of the new curriculum reform. First of all, this paper starts with the research background of life-oriented teaching of geography in middle schools at home and abroad, under the guidance of new ideas and theories of the new curriculum reform, under the request of the new curriculum standard, through drawing lessons from philosophy, The theory of pedagogy and psychology as the theoretical basis of this paper, through the analysis of questionnaire data to find out the current problems in life-based teaching, put forward the strategy of life-based teaching of geography in middle schools, and presented in the form of cases. It focuses on the concrete operation of life-oriented teaching: three steps to complete, pre-class preparation stage, classroom practice stage and after-class consolidation stage, starting from the teachers and students, three stages to adopt different strategies. In order to realize the perfect combination of classroom theory teaching and life practice.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55
本文编号：2446857
[Abstract]:Geography is a practical subject closely related to life, geography study should not be separated from the reality of life, but because of the influence of examination-oriented education, geography study is far from our life, especially in middle school. Under the promotion of the new curriculum reform and under the guidance of the new Curriculum Standard of Geography in Middle School, it is an inevitable trend to change the traditional teaching method, to "learn geography which is useful to life" and to implement the life-oriented teaching of geography in middle school. At present, middle school students and middle school geography teachers still have misunderstandings about geography life-based teaching, for fear that life-based teaching will delay learning time and affect learning achievement, so life-based teaching is only the occasional behavior of individual teachers. There is no long-term behavior that forms a scale. Under the guidance of the new curriculum reform and the "New Curriculum Standard of Geography in Middle School", combined with the problems existing in the current life-oriented teaching, this paper expounds the countermeasures from the two aspects of concept and practice. Through the analysis and research in this paper, we can improve our teaching theory level, and hope to play a positive role in the implementation of the new curriculum reform. First of all, this paper starts with the research background of life-oriented teaching of geography in middle schools at home and abroad, under the guidance of new ideas and theories of the new curriculum reform, under the request of the new curriculum standard, through drawing lessons from philosophy, The theory of pedagogy and psychology as the theoretical basis of this paper, through the analysis of questionnaire data to find out the current problems in life-based teaching, put forward the strategy of life-based teaching of geography in middle schools, and presented in the form of cases. It focuses on the concrete operation of life-oriented teaching: three steps to complete, pre-class preparation stage, classroom practice stage and after-class consolidation stage, starting from the teachers and students, three stages to adopt different strategies. In order to realize the perfect combination of classroom theory teaching and life practice.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55
【参考文献】
相关期刊论文 前1条
1 徐立松 ,孟胜修 ,王燕津 ,李通;中学地理教学方式改革的探索与实践[J];北京教育(普教版);2004年06期
相关硕士学位论文 前1条
1 周建梅;中学地理生活化教学研究[D];江西师范大学;2006年
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