有意义接受学习理论在高一地理教学中的应用研究

发布时间：2018-01-13 05:27

本文关键词：有意义接受学习理论在高一地理教学中的应用研究　出处：《河南大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着有意义接受学习理论引入到我国,在理论层面与实践应用层面的探讨和研究已经取得了一定的进展,与此同时也存在因缺乏对有意义接受学习理论本质的深入探讨,而出现对该理论解读的简单化、表面化等问题。有意义接受学习理论并不影响培养学生独立思考能力和创新意识,而是注重在继承已有知识的基础上进行创新,帮助学生更好的独立思考和自学新知识。有意义接受学习理论指导的高一地理教学活动,符合《高中地理新课程标准》对学生发展的要求和对教师教学方式的转变,目前国内根据该理论指导高一地理必修1教学活动的相关研究文献较少,所以本文将有意义接受学习理论应用于指导高一地理必修1的教学活动,不但扩大了有意义接受学习理论的应用范围、体现新课标理念的要求、为地理教学提供理论指导,而且还有助于提升学生自主接受学习的能力、提高课堂师生互动的主动性、为地理教师指导学生学习提供参考。本文通过运用文献分析法、访谈法、问卷调查法、统计分析法和案例教学法等一系列研究方法,结合有意义接受学习理论、地理教学理论、陶行知的“生活教育理论”、建构主义学习理论和最近发展区理论,对开封市铁路中学高一学生和高中地理教师进行关于高一地理必修1教学现状的问卷调查。通过对调查数据进行统计分析和整理归类发现,目前高一地理必修1的教学现状为:(1)课堂教学方法有待完善。学生课堂上学习方法使用频率的高低次序与能促进他们实现高效学习的方法高低次序并不一致,这说明学生课堂上经常使用的学习方法并不都能够帮助学生实现高效学习;教师课堂上经常使用的讲课形式并不都是学生们喜欢的,而且教师们喜欢运用直观的形式引入新课,致使学生最后对知识的理解程度不够而使对知识的保持能力和迁移能力不够(可以通过教对从学生课后习题的批改情况中发现)。(2)地理课程教学趋于和谐化。首先是有一半以上的学生课下对学习地理知识的意愿较高,且目的明确,主要是学习知识,扩展视野和兴趣驱使的因素;其次有大部分的教师赞同新课程提倡的教学方法,并愿意贯彻落实新课标要求;再次有绝大多数的教师对课堂师生互动行为较为关注;最后是对学生能力的培养方面,从调查结果中可以发现教师们对学生侧重培养的方面主要集中在理论联系实际的能力、逻辑思维能力和学习致用的能力这几个方面,这与地理必修1内容性质培养的能力相符。(3)高一地理必修1教学任务较重。从学生和教师的视角验证了高一新生关于地理必修1学习的储备知识不足,而且在目前的教学中面临的主要问题是高一地理必修1知识太抽象,学生不好理解,其次是教学任务量太大,且课时紧张,这些都无疑加重了教师对高一地理必修1教学的任务量。为了改善教学现状中的不足之处,本文在有意义接受学习理论的指导下以高一地理必修1《水资源的合理利用》一节为例进行实验教学。根据对课堂教学效果和延时测试结果(延时测试安排在新课结束两周后进行)以及对学生的跟踪观察发现,学生对这一节内容知识的保持程度处于良好的层次水平,且优等生与后进生的差距不大。有意义接受学习理论在高一地理教学中的应用不但扩展了心理学理论应用范围,而且也为高一地理必修1的教学找到了新的理论支撑;同时也有助于缩短后进生与优等生之间的差距。最后根据实践教学的效果和课后反思提出了一些教学启示:(1)通过观察、交流和批改作业等途径来了解学生的原有认知结构;(2)对教材中所学内容做深层次的理解,对“有意义”知识进行把握,促进教学的生活化;(3)在权衡“教师课堂讲解——学生接受学习”方式利弊的同时,对课堂接受式学习}f予合理的定位;(4)灵活选取和利用生活事例,为先行组织者策略的应用提供引入材料。
[Abstract]:With the meaningful learning theory was introduced to China, has made some progress in the discussion and Research on the theoretical and practical application level, at the same time there because of the lack of in-depth study of meaningful learning theory essence, and the theory of simple, superficial problems. Meaningful reception learning theory does not affect the training of students' independent thinking ability and innovation consciousness, but pay more attention to the innovation in succession based on the existing knowledge, help students better independent thinking and learning new knowledge. Meaningful accepted high geography teaching learning theory, in line with the new geography curriculum standard for senior high school students of < > development and change on the way of teaching, the relevant research literature at home and less according to the theory of high geography compulsory 1 teaching activities, so this paper will have significance of acceptance Learning theory is applied to guide the teaching activities required a high 1 geography, not only to expand the scope of application of meaningful reception learning theory, reflects the new curriculum concept, to provide theoretical guidance for the teaching of geography, but also helps to improve the students' autonomous learning ability to accept, proactive classroom interaction between teachers and students, and provide reference for geography teachers guide students to study. Through literature analysis, interviews, questionnaire survey method, statistical analysis method and case teaching method and a series of research methods, combined with the meaningful learning theory, geography teaching theory, Tao Xingzhi's "life education" theory, theories and recent developments of Constructivist learning theory, to a questionnaire survey on the high geography teaching situation of compulsory 1 city railway high school students and high school geography teachers. Based on the survey data for statistical analysis and collated At present the high geography class that required 1 teaching present situation is: (1) teaching methods need to be improved. Students' classroom learning methods on the level of the order frequency of use and can help them achieve efficient learning method of the level of the order is not consistent, indicating that students often make learning methods are not able to help students achieve efficient learning; lecture teachers often use the classroom is not all students love the teachers love and use visual form to introduce the new class, the students finally enough understanding to knowledge and the ability of migration and ability is not enough to keep knowledge by teaching on (can be found from the correct students' homework in). (2) the geography curriculum teaching tends to be harmonious. The first is that more than half of the students to learn geography knowledge higher intention and purpose, mainly to learn knowledge, General, extended view and interest driven factors; secondly most of the teachers' teaching methods advocated by the new curriculum approval, and is willing to implement the new curriculum requirements; again most of the teachers on the interaction between teachers and students in the classroom more attention; the last is the cultivation of students' abilities, the results from the survey can be found on the cultivation of teachers the students mainly focus ability of the combination of theory and practice, logical thinking ability and learning ability in these aspects, which accord with the culture and geography 1 the nature of the content. (3) high geography teaching required 1 heavier tasks. Students and teachers from the perspective of the verification of a new high on geography 1 compulsory learning knowledge is insufficient, and the main problems in the current teaching is a compulsory 1 high geographical knowledge is too abstract, students are not well understood, followed by the teaching task is too big, Class and nervous, all these will undoubtedly add to the high geography teaching task required 1 teachers. In order to improve the deficiencies in teaching situation, based on the rational use of "meaningful learning theory under the guidance of the high geography required 1< water resources as an example. According to the experimental teaching of classroom teaching the effect of test results and time delay (delay test arrangement in the new curriculum for the end of two weeks) and the students' observation found that students in this section to maintain the knowledge level degree is good, and the excellent students and backward students from poor little. Meaningful learning theory applied in high geography teaching in not only expands the scope of application of the theory of psychology, but also to find a new theoretical foundation for high geography compulsory 1 teaching; but also helps to shorten the underachievers and the good students finally according to the gap. The effect of practice teaching and reflection after class puts forward some pedagogical implications: (1) through observation, communication and correcting homework and other ways to understand the original cognitive structure of students; (2) the contents of textbooks for deeper understanding of the "meaningful" knowledge to grasp, to promote the teaching of life; (3) weighed in the "classroom explaining students learning" advantages and disadvantages at the same time, the classroom learning}f to accept the position reasonable; (4) flexible selection and use life examples, provide materials for the introduction of application of advance organizer strategy.

【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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