“追问”在地理互动课堂中的应用研究

发布时间：2018-01-10 01:38

  本文关键词：“追问”在地理互动课堂中的应用研究　出处：《山东师范大学》2016年硕士论文　论文类型：学位论文

  更多相关文章： 追问 地理教学 互动课堂

【摘要】：素质教育是学校教育的灵魂和落脚点,国家各级教育管理部门都在强调素质教育的重要性,而课堂教学是素质教育实施的主阵地,所以在教学中尊重学生的主体地位,促进学生自主学习,推行启发、探究、讨论式的对话教学就显得尤为重要。当然不论是采用什么样的教学方式,师生互动式高效课堂的打造是大家都绕不开的一个话题。互动课堂离不开师生的对话,而追问往往成为课堂对话中的最精彩部分,所以课堂追问受到越来越多的老师的推崇。追问,即追根究底地问。相比课堂提问而言,追问强调的是对于问题思考的坚持不懈、对于问题探究的不断深入。本文在前人研究的基础上,以教育学、心理学等相关理论为指导,在对地理课堂追问的案例进行分析的基础上,结合调查问卷等形式,对追问在地理互动课堂中的应用进行了深入研究,以期为大家的学习、研究与实践提供一种参考。本文第一部分阐述了追问的理论渊源及演进、研究的目地意义及究研思路与方法。第二部分对追问和互动课堂进行了概述,阐述了追问与互动课堂两者的相互关系,并从概念的内涵及基本特征上对两者进行了区分。第三部分结合案例对课堂追问进行了实践研究,包括追问能启发思考、激发思维、能促进个性、提升情感、弥补设问、延展课堂等方面。第四部分通过调查问卷、个别访谈等形式,从教师、学生等方面分析了互动课堂中追问存在的主要问题及其原因,并提出了针对性的应对措施,旨在互动课堂中实现有效的追问,最大限度的激发学生思维,以促进学生知识、技能的掌握,实现课堂的高效。
[Abstract]:Quality education is the soul and foothold of school education. National educational management departments at all levels are emphasizing the importance of quality education, and classroom teaching is the main position of the implementation of quality education. Therefore, it is particularly important to respect the main position of students in teaching, to promote students' independent learning, to carry out enlightening, exploring and discussing dialogue teaching. Of course, no matter what teaching method is adopted. The creation of teacher-student interactive and efficient classroom is an unavoidable topic. Interactive classroom is inseparable from the dialogue between teachers and students, and questioning is often the most exciting part of the classroom dialogue. Therefore, classroom questioning is praised by more and more teachers. Questioning, that is, inquiring. Compared with classroom questioning, questioning emphasizes the persistence of thinking about problems. On the basis of previous studies, this paper is guided by the relevant theories of pedagogy, psychology and so on, on the basis of analyzing the case of geography classroom questioning. Combined with questionnaire and other forms, this paper makes a deep study on the application of questioning in geography interactive classroom, in order to learn for everyone. Research and practice to provide a reference. The first part of this paper describes the theoretical origin and evolution, the purpose of the study and research ideas and methods. The second part of the question and interactive classroom overview. This paper expounds the relationship between questioning and interactive classroom, and distinguishes the two from the connotation and basic characteristics of the concept. The third part makes a practical study of classroom questioning in combination with a case study. Including questioning can inspire thinking, stimulate thinking, can promote personality, enhance emotion, make up for questioning, extend the classroom and other aspects. 4th part through questionnaires, individual interviews and other forms, from teachers. This paper analyzes the main problems and their causes of questioning in interactive classroom, and puts forward some corresponding countermeasures, aiming at realizing effective questioning in interactive classroom and stimulating students' thinking to the maximum extent. In order to promote students' knowledge and skills, to achieve classroom efficiency.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55
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本文编号：1403365