中学地理案例教学中学生多元智能培养研究

发布时间：2017-12-27 22:06

本文关键词：中学地理案例教学中学生多元智能培养研究　出处：《河南大学》2016年硕士论文　论文类型：学位论文

【摘要】：在地理学科中,教材内容案例广泛存在,为地理课堂的案例教学提供了充足的应用空间,也为在案例教学中培养学生多元智能提供了必要的条件。本文多元智能研究培养主要基于多元智能理论的指导,该理论在教育界及心理学界存在着广泛的影响,它强调从发展的角度看待学生的培养,认为学生的智能分布及其发展应该是多元化的,每个学生都有实现个性发展及全面发展的可能。这种理念符合当今世界教育发展潮流,与我国的素质教育理念有着相同的追求,因此成为新课改的指导理论之一;此外,建构主义理论及情景学习理论也是本文的研究理论基础,对于案例教学起着指导作用。本文采用文献资料法、调查分析法及行动研究法,在中学地理案例教学中以原阳县大宾乡初级中学七年级两个班级学生为研究对象、以湘教版地理教材设计教学内容,对学生的多元智能进行培养,文章阐明了中学地理案例教学过程中多元智能培养的措施,提出了在中学地理案例教学过程中培养学生多元智能的应用原则,明确多元智能培养过程中所要达到的预期,最后调查分析学生多元智能的培养对于中学地理教学所起到的效果。在对学生多元智能进行培养之前,首先采用多元智能调查表对学生的智能现状进行统计并分析,发现每个学生都存在着多元的智能优势,并且同一个学生在不同的智能和同一种智能在每个学生身上都表现出比较明显的差异,同时发现学生整体所存在的相似的优势智能和弱势智能;其次,根据学生整体优势及弱势智能的分布状况,确定培养措施,选取教学案例。在培养的过程中采用分组合作探究的方式,在实施的过程中关注学生个体的课堂表现并在有关问题上加以适当的引导,促进学生个体智能的均衡发展;最后利用问卷调查的方法对比分析学生的地理学习积极性、地理课堂表现及地理成绩,得出以下调查结论:(1)注重多元智能的培养,改变了传统的地理课堂管理模式,提高了学生地理学习的积极性,充分挖掘了学生地理学习的潜能;(2)案例教学中多元智能的培养实施改变了传统的学生评价标准,促进了学生全面发展和个性化发展的结合;(3)结合生活案例,促进了地理课堂的生活化,使课堂教学形式多样化;(4)多元智能的培养过程精简了传统地理课堂的繁琐程序,加入了多元的互助探究,使地理课堂效率不断提高。本文将行动研究法引入到多元智能培养的研究中来,在实际的案例教学过程当中对学生进行多元智能的培养,对地理课堂中存在的问题设计出合理的教学案例并应用于课堂教学;最后利用前期调查结果和培养后的研究结果进行量化对比分析,得出多元智能培养效果。在教学过程中多元的评价方式不仅改变了以往以成绩为唯一标准的评价方式,而且也注重了学生不同的学习智能的培养和提高。文章最后提出了本次研究所存在的不足以及对未来的研究进行展望,希望构建一套多元的教学体系和教学模式,建立有效的多元评价体系,对以后在地理课堂中多元智能的培养提供一定的帮助。
[Abstract]:In geography, teaching materials and content cases exist widely, which provides ample application space for case teaching in geography class, and also provides necessary conditions for developing multiple intelligence in case teaching. This paper mainly research multiple intelligence training multi intelligence theory based on the theory of the existence of widespread influence in the field of education and psychology, it emphasizes the cultivation of students' view from the angle of development, distribution and development of students' intelligence that should be diversified, each student has to achieve personality development and all-round development possible. This idea conforms to the tide of world education development, and our concept of quality education has the same pursuit, thus becoming one of the guiding theory of the new curriculum reform; in addition, the theoretical basis of the research of constructivism theory and situational learning theory is the case for teaching plays a guiding role. In this paper, using the method of literature, investigation method and action method in geography case teaching in middle school, grade seven in Bin Xiang Yuanyang County junior high school class of two students as the research object, take the Hunan design teaching content of geography textbooks for students, to develop students' multiple intelligences, this article expounds the cultivation of multiple intelligences geography case in the process of teaching measures, raises the application principle of multiple intelligences of students in middle school geography case teaching process, clear the multiple intelligences development which should be achieved in the process of investigation and analysis of the effect of expectations, finally to cultivate students' Multiple Intelligences in middle school geography teaching plays. Before the students' multiple intelligence training, firstly, statistic and analysis the current situation of smart multi Intelligence Questionnaire on students, found that every student has the advantages of multiple intelligence, and one student in different intelligence and the same kind of intelligence in each student body all showed obvious difference, also found there are students' overall similar advantages and weak intelligence; secondly, according to the distribution of the overall advantages of students and weak intelligence, training measures, selection of teaching cases. By grouping the cooperative method in the process of training, pay attention to students' classroom behaviors of individuals in the implementation process and appropriate guidance on relevant issues, promote the balanced development of students' individual intelligence; finally comparative analysis of students physical learning enthusiasm, geography classroom performance and geography achievement by questionnaire survey method. Draw the following FINDINGS: (1) pay attention to the cultivation of multiple intelligences, geography classroom changed the traditional management mode, improve the students' enthusiasm of learning geography, fully tap the potential of students learning geography; (2) develop multiple intelligences in case teaching implementation has changed the traditional student evaluation standard, promote the combination of students comprehensive development and individual development; (3) combining with the case of life, promote the geography classroom life, to diversify the form of classroom teaching; (4) the streamlining of the multiple intelligence training process The tedious procedure of the traditional geography classroom has added multiple mutual assistance to make the efficiency of the geography classroom increasing. The action research method into the study of multiple intelligences in culture, culture of multiple intelligences of students in the process of case teaching, the existing problems in geography classroom teaching case and design a reasonable application in classroom teaching; at the end of the study by the results of the investigation and training after the results of quantitative comparison the analysis of multiple intelligence training effect. In the teaching process, the multiple evaluation way not only changed the evaluation method which used the achievement as the sole standard, but also focused on the cultivation and improvement of students' different learning intelligence. At last, the paper puts forward the shortcomings of this research and prospects for future research, hoping to build a diverse teaching system and teaching mode, and establish an effective multiple evaluation system, which will provide some help for the future development of multiple intelligence in geography classroom.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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