StarC环境下高中地理探究式教学模式研究

发布时间：2017-12-28 19:04

本文关键词：StarC环境下高中地理探究式教学模式研究　出处：《华中师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：新课程改革积极倡导开展探究式学习、合作式学习,2010年《国家中长期教育改革和发展规划纲要(2010—2020年)》也再次强调,注重培养学生自主学习、积极开展研究性学习,克服应试教育倾向。在现代信息技术快速发展背景下,为了实现教育教学的变革,实现学生综合能力的发展,2012年教育部提出加快教育信息化进程,强调通过信息技术手段去改进教育教学,其中应用各种信息技术来实现学生学习方式由“接受学习”向“探究学习”、“发现学习”转变吸引了大量研究者的参与。StarC云端一体化教学平台(简称starC)就是现代信息技术与基础教育教学整合的成果之一,因其较为系统完整的教学功能,为探究式教学开展提供了良好的条件。本文主要探讨的是如何利用starC环境开展高中地理探究式教学,并将这种探究教学上升到一定稳定的可供迁移的模式。本文围绕starC环境下高中地理探究式教学的模式的建构与完善,开展六部分研究：第一章,首先阐明研究背景,提出研究议题；其次通过阅读多内外相关文献,获知国内外的研究现状,总结目前相关研究的成果与不足,从而寻找研究的起点,认清研究意义。第二章,首先介绍探究式教学的概念,探究式教学的模式类型,并总结一般探究式地理教学模式；其次重点介绍starC环境的软硬件构成,为有效利用该环境做好认知铺垫；最后将寻找starC与探究式教学的关系,并得出利用starC环境开展高中地理探究式教学的优势。第三章,介绍了本文建构starC环境下高中地理探究式教学模式的几个理论基础：建构主义理论、多元智能理论、地理教学论。第四章,本章是本文的核心部分,是starC环境下高中地理探究式教学模式的建构章节。首先通过视频切片分析法对一堂starC环境下实施的高中地理探究课进行典型性分析评价和关键词、关键特点分析,再通过实录片段分析法对教学过程的各个环节进行分析总结得出本堂课的探究教学模式,进而得出starC环境下的高中地理探究式教学模式表达并进行解读,最后将该环境下与传统环境下的高中地理探究式教学模式进行比较。第五章,将starC环境下的高中地理探究课堂案例同已建立的模式进行对比分析,通过真实情境检验和完善模式,通过模式指导实际案例再设计,最后据此提出实施starC环节下高中地理探究式教学模式应该注意的事项。第六章,总结本文的研究结论,同时指出研究中存在的主要问题和今后研究努力的方向。
[Abstract]:The new curriculum reform advocates active inquiry learning and cooperative learning. In 2010, the outline of the national medium and long term educational reform and development plan (2010 to 2020) emphasized again that it should emphasize the training of students' independent learning, active research study and overcoming exam oriented educational tendencies. In the rapid development under the background of modern information technology, in order to realize the reform of education and instruction, and realize the development of students' comprehensive ability, the Ministry of education in 2012 to speed up the process of educational informatization, emphasized by means of information technology to improve education and teaching, the application of information technology to achieve the learning style of the students accepted by the "learning" to "Inquiry Learning", "discovery learning" change to attract a large number of researchers involved in. StarC cloud integration teaching platform (starC) is one of the results of integration of modern information technology and basic education. Because of its more systematic and complete teaching function, it provides good conditions for inquiry teaching. This paper mainly discusses how to use starC environment to carry out inquiry teaching in high school geography, and raise this inquiry teaching to a stable and available mode of migration. This paper focuses on High School Geography Inquiry Teaching and improve the environment of starC mode construction, carry out the six part of the study: the first chapter, first introduced the research background, present research issues; secondly through reading related literature, learn the research status at home and abroad, and summarizes the current lack of relevant research results, in order to find the starting point of the study. To recognize the significance of the research. The second chapter introduces the concept of inquiry teaching, inquiry teaching mode, and summarized the general geography inquiry teaching mode; secondly introduced the hardware and software of the starC environment, to pave the way for the effective use of the cognitive environment; finally find the relationship between starC and inquiry teaching, and the inquiry teaching of high school geography the advantage of using starC development environment. The third chapter introduces several theoretical foundations of constructing inquiry teaching mode in high school geography under starC environment: constructivism theory, multiple intelligence theory and geography teaching theory. The fourth chapter, this chapter is the core part of this article, is the construction section of the High School Geography Inquiry Teaching Mode under the starC environment. Firstly, through the analysis of the implementation of a starC under the environment of High School Geography Inquiry lesson of typical analysis and characteristics of keywords and key video slices through record fragment analysis on all aspects of the teaching process were analyzed and summarized to explore the teaching mode of the class, then starC under the environment of high school geography inquiry the teaching mode of expression and interpretation, the environment and traditional environment of High School Geography Inquiry Teaching Mode of comparison. The fifth chapter, the starC under the environment of High School Geography Inquiry classroom case analysis with the established model, the real situation and improve the inspection mode, guide the actual cases through the model design, finally proposed should pay attention to teaching mode of high school geography to explore the implementation of the starC link. The sixth chapter summarizes the conclusions of this study, and points out the main problems in the study and the direction of future research efforts.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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