新课程地理教学设计能力培养策略研究

发布时间：2018-01-21 01:58

本文关键词： 地理新课程教学设计能力培养策略　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：地理新课程改革实施至今,已有十余年时间。有效性教学成为地理课程改革的重点和热点,地理教学设计是实现有效教学的前提。2012年2月教育部颁发《中学教师专业标准(试行)》(简称《专业标准》),意味着教师专业化时代的到来,新课程改革进入深水区。《专业标准》涉及教师专业能力发展的众多领域,其中教学设计能力位列教师各项专业能力之首。地理教师的教学设计能力培养,直接影响着地理新课程改革的推进与实施。本文首先采用文献研究法,对国内外教师教学设计及其能力研究进行综述；结合问卷调查与访谈法,对新课程地理教师教学设计能力现状进行了调查与分析；在此基础上,运用文献研究法、课堂观察法和教学案例分析法等,提出新课程地理教学设计能力的培养策略。为地理教师教学设计能力训练与提升提供借鉴,促进教师专业化水平的提高。具体如下：第一部分,基于国内外教学设计能力研究的新进展,对地理教学设计及其能力的概念进行科学界定。指出新课程地理教学设计与传统备课的区别,并结合《专业标准》和地理教学设计流程模式,从背景分析、设计与评价三个方面分析了地理教学设计的能力构成。第二部分,探讨新课程地理教学设计能力培养的理论基础。认为应建立在地理教学设计理论基础上,即以系统理论、地理教学理论、学习理论和传播学理论等为指导。第三部分,基于新课改要求,开展中学地理教师教学设计能力的现状调查,指出目前一线教师教学设计能力存在的不足,并分析原因。认为存在教学过程设计融入课改思想还未完全落实、教学设计要素不全、方法不当等问题,而地理教师经验至上、避难就易、认识浅表、理论与实践脱节是导致教学设计能力不足的根本原因。第四部分,理论与实践相结合,以中学地理教学实践为依托,从教师自身努力出发,提出新课程教学设计能力培养策略。包括开展研究性学习、标准内化策略、案例示范借鉴、单要素训练、教学反思、评价多元性策略等。以上培养策略作者结合地理教学实践进行了应用研究。最后,将研究的结论进行梳理,指出了研究的不足及对未来研究的展望。
[Abstract]:Since the implementation of the new geography curriculum reform, it has been more than ten years. Effective teaching has become the focus and hot spot of geography curriculum reform. Geography teaching design is the premise of effective teaching. In February 2012, the Ministry of Education issued the "Middle School Teachers' Professional Standard (trial)" (abbreviated as "Professional Standard"), which means the arrival of the era of teacher specialization. The new curriculum reform has entered deep water area. "Professional Standard" involves many fields of teachers' professional ability development, among which teaching design ability ranks first among teachers' professional ability. It has a direct impact on the promotion and implementation of the new geography curriculum reform. Firstly, this paper summarizes the teaching design and ability research of teachers at home and abroad by the method of literature research. Combined with questionnaire survey and interview, this paper makes an investigation and analysis on the present situation of geography teachers' teaching design ability in the new curriculum. On this basis, using the literature research method, classroom observation method and teaching case analysis method, this paper puts forward the training strategy of the new curriculum geography teaching design ability, which provides a reference for geography teachers' teaching design ability training and promotion. The main contents are as follows: the first part is based on the new progress of the research on teaching design ability at home and abroad. This paper scientifically defines the concept of geography teaching design and its ability, points out the difference between the new curriculum geography teaching design and the traditional course preparation, and analyzes the background with the combination of "professional standard" and "geography teaching design flow pattern". The second part discusses the theoretical basis of the new curriculum geography teaching design ability cultivation, and holds that it should be based on the geography teaching design theory. The third part, based on the requirements of the new curriculum reform, to carry out a survey of the current situation of the teaching design ability of the geography teachers in middle schools, which is guided by the system theory, the geography teaching theory, the learning theory and the communication theory and so on. This paper points out the deficiency of the teachers' teaching design ability at present and analyzes the reasons. The author thinks that the teaching process design has not been fully implemented, the teaching design elements are not complete, and the methods are not proper, etc. And geography teacher experience first, easy to avoid difficulties, understanding shallow, theory and practice is the basic reason for the lack of teaching design ability. 4th, the combination of theory and practice. Based on the practice of geography teaching in middle school, this paper puts forward the training strategies of the new curriculum teaching design ability, including carrying out research-based learning, standard internalization strategy, case demonstration and reference, and single element training. The author combines the practice of geography teaching with the author to carry on the applied research. Finally, the conclusion of the study is combed out, and the deficiency of the research and the prospect of the future research are pointed out.
【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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