基于学生场独立—场依存认知风格的高中地理教学设计研究

发布时间：2018-02-03 18:32

本文关键词： 场认知风格个体差异性地理教学设计　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着国家新课程改革的深入,我们的地理教学理念也发生了很大的变化。从关注学科知识体系的完整性逐渐向关注全体学生地理素养的培养发展。以人为本的人本主义教学理念也越来越深入人心,这就要求教师一方面要关注不同学生的个体差异,在教学过程中满足不同学生的个性化需求,另一方面在教学过程中要更多的考虑学生终身学习能力的发展。在集体授课制的大背景下,教师如何在面对学生的诸多差异时仍能做到因材施教,满足学生的个性化需求,进行有差异的个别化教学成了我们急需解决的问题。以往基于认知风格的研究大多是从认知风格与学生学习成绩之间关系的角度进行研究的,重点说明的是学生学习某个学科时体现出来的认知风格类型和学生掌握的学科知识多少之间的关系或不同认知风格类型的学生在课堂学习过程中的参与度。而对不同场认知风格类型的学生在学习过程中表现出来的获取知识、解决问题的过程差异研究较少。本文在以往研究的基础上,把教育心理学中关于场认知风格的理论与地理课堂教学设计结合起来,试图找到一个在集体授课制大背景下仍然能很好的完成个别化教学的方法。本研究运用美国心理学家威特金的《镶嵌图形测验》对学生进行场认知类型的区分,然后通过地理图形判读测试进行学生场认知风格类型与地理学习成绩相关性的研究,并结合个人访谈结果找出不同场认知风格类型的学生在地理学习中的思维过程的差异,为地理教学提供理论依据。研究结果表明,虽然学生的认知风格类型与学生地理学习成绩之间的相关性不明显,但不同场认知风格类型的学生在对地理材料进行信息加工时的思维过程的确表现出明显的差异性。场独立型的学生在比较复杂的图形信息获取和分析方面具有一定优势,而场依存型的学生在图形中有较多文字说明时表现的优势要明显一些。同一类题目两种认知风格的学生都可能做对但他们解决问题的方法却有所不同。同样,对相同的题目在同时做错的情况下,两种类型的学生出错的原因也有所不同。因此研究结果说明尽管不同场认知风格类型的学生在信息加工过程中使用的方法不同,但通过强化训练,无论何种认知风格的学生都可以掌握一些解题的方法规律和技巧,取得较好的学习成绩。因此教师在课堂教学过程中注意区分学生认知风格的类型,并且有意识的设计不同类型的课堂活动,对课堂教学过程中的难点、重点采用不同的方法从不同角度对学生进行训练,就可以使不同认知风格类型的学生都获得发展。最终实现在同一课堂上满足不同认知风格类型学生的学习需求,使每个学生都能通过课堂学习和课后作业的训练提高自己的认知能力,从而增强学生的自我效能感,增强学生学习地理的兴趣和自信心,使学生的地理素养得到发展。
[Abstract]:With the development of national new curriculum reform. Our geography teaching concept has also changed greatly. From paying attention to the integrity of subject knowledge system to paying attention to the cultivation and development of all students' geographical literacy, the humanism teaching concept of people-oriented is also getting deeper and deeper. The heart. This requires teachers on the one hand to pay attention to the individual differences of different students in the teaching process to meet the individual needs of different students. On the other hand, in the teaching process, more consideration should be given to the development of students' lifelong learning ability. Under the background of collective teaching system, teachers can still teach students according to their aptitude in the face of many differences. To meet the individual needs of students. Individualized teaching with differences has become an urgent problem for us to solve. In the past, most of the researches based on cognitive style were carried out from the perspective of the relationship between cognitive style and students' academic achievement. The emphasis is on the relationship between the type of cognitive style embodied in the learning of a subject and the amount of subject knowledge grasped by students, or the participation of students of different types of cognitive styles in the course of classroom learning. Different field cognitive style types of students in the learning process show the acquisition of knowledge. On the basis of previous research, this paper combines the theory of field cognition style in educational psychology with the geography classroom teaching design. This study tries to find a way to complete individualized teaching under the background of group teaching. This study uses the inlay pattern Test by American psychologist Witkin to distinguish the field cognitive types of students. Then through the geography graph interpretation test, the correlation between the students' field cognitive style type and the geography learning achievement was studied. And combined with the results of personal interviews to find out the different types of field cognitive style students in geography learning thinking process differences, for geography teaching provides a theoretical basis. The results show that. Although the correlation between students' cognitive style type and students' geography learning achievement is not obvious. However, the thinking process of students with different field cognitive styles in the process of information processing of geographical materials does show obvious differences. The field-independent students have a more complex graphical information acquisition and analysis. Determine the advantage. The field-dependent students have more advantages when they have more illustrations in the graphics. Students with the same topic and two cognitive styles may do the right thing, but they have different ways to solve the problem. If you are doing wrong on the same subject at the same time. Therefore, the results show that students of different field cognitive styles use different methods in the process of information processing, but through intensive training. No matter what kind of cognitive style students can master some methods and skills to solve problems and get better results. Therefore teachers pay attention to distinguish the types of students' cognitive style in the process of classroom teaching. And consciously design different types of classroom activities, to the difficulties in the classroom teaching process, focus on different methods from different perspectives to train students. It can make the students of different cognitive styles develop and finally meet the learning needs of students with different cognitive styles in the same classroom. So that each student can improve their cognitive ability through classroom study and after-class homework training, thereby enhancing students' self-efficacy, students' interest and self-confidence in learning geography. So that the geographical literacy of students has been developed.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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