高中地理生活化案例教学策略研究

发布时间：2018-03-03 04:21

本文选题：高中地理　切入点：生活化案例教学　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教学的来源是生活,《普通高中地理课程标准》中提出了高中地理课程要适应社会生产生活需要的观点,学习对生活有用的地理更是新课改所指出的一条重要理念,以上都是说明地理教学需要贴近生活、与实际生活紧密联系的重要依据。“源于生活、高于生活”是生活化案例教学本质特征。生活化案例教学就是教师在适当利用高中地理教材中的生活化材料的基础上,从学生的实际生活中挖掘出他们感兴趣的、了解熟悉的地理现象和人文景观,通过采用多媒体技术与语言相结合等多种形式,为学生展示一个适应于教学内容的通俗易懂、生动形象的案例。同时培养学生善于发现地理问题,在课堂和生活中都能分析和解决地理问题的能力,让学生更加了解社会生活,形成社会认同感和责任感。生活化案例教学对地理教学有着重要意义:对教学方式,它起到完善地理案例教学方式的作用;对学生,它帮助学生理解地理知识、活学活用;对教师,它能够促使教师提高自身素质和专业能力。本文尝试探索生活化案例教学的一般模式,期望对新课程改革的推行起到积极作用。本文先论述论文研究意义、理论基础以及国内外研究现状,在相关理论指导下,对地理生活化案例教学相关概念进行界定,然后利用教学实习机会,编制调查问卷调查高中地理生活化案例教学的现状,发现大多数高中地理教师对生活化案例教学这一教学方式是认同的,学生也比较喜欢生活化案例教学。虽然生活化案例教学对于学生学习是有着积极影响的,但是还存在着一些问题。问题的影响因素有应试教育的束缚;教师自身专业素质、能力都还有待提高;学生的生活经验和学习合作探究能力不足以及外部条件限制等。针对以上问题的影响因素,笔者尝试对生活化案例教学提出一些相应的实施策略如下:(1)在生活化案例准备策略上,教师要确保案例材料的真实性,慎重选取;(2)在生活化案例教学呈现策略上,教师可以采用多媒体技术与语言相结合分多种形式展示生活化案例;(3)在生活化案例教学过程的策略上,教师先提出一个合理的、贴近生活的引导性问题,把握课堂节奏、引导学生讨论发言,师生共同反思总结,增加学生生活经验,培养学生合作探究能力;(4)在生活化案例教学评价策略上,教师可从定性方面进行评价,并让学生也参与到评价体系中。(5)在教师角色策略上,教师除了要重视自身在利益格局中的角色,还要不断加强教学的职业能力。
[Abstract]:The source of teaching is life. The "General Senior High School Geography Curriculum Standard" puts forward the viewpoint that the geography curriculum of senior high school should adapt to the needs of social production and life. Learning geography, which is useful to life, is an important idea pointed out by the new curriculum reform. These are the important bases for explaining that geography teaching needs to be close to life and closely related to real life. "it comes from life," he said. "higher than life" is the essential feature of life case teaching. Life case teaching is that teachers, on the basis of proper use of the living materials in geography teaching materials in senior high school, excavate their interest from the students' actual life. To understand familiar geographical phenomena and cultural landscapes, and to show students an easy-to-understand approach to teaching content through the use of multimedia technology and language, etc. Vivid cases. At the same time, students are good at finding geographical problems, able to analyze and solve geographical problems in class and life, so that students can understand more about social life, Life case teaching plays an important role in geography teaching: to the teaching method, it plays a role of perfecting the geography case teaching method, and to the students, it helps students to understand geography knowledge and learn to use it alive. For teachers, it can promote teachers to improve their own quality and professional ability. This paper attempts to explore the general mode of life-oriented case teaching, hoping to play a positive role in the implementation of the new curriculum reform. Under the guidance of relevant theories, this paper defines the related concepts of geography life case teaching, and then makes use of the teaching practice opportunity to compile a questionnaire survey on the current situation of geography life case teaching in senior high school. It is found that the majority of senior high school geography teachers agree with the teaching method of life case teaching, and students prefer life case teaching. Although life case teaching has a positive effect on students' learning, However, there are still some problems. The influencing factors of the problems are the constraints of examination-oriented education, the teachers' professional quality and ability need to be improved. Students' life experience and learning cooperation and inquiry ability, as well as external constraints, etc., in view of the above problems affecting factors, The author tries to put forward some corresponding implementation strategies for life case teaching as follows: (1) in the life case preparation strategy, teachers should ensure the authenticity of the case materials, carefully select the case teaching strategy of life case teaching. Teachers can use multi-media technology and language to display the case of life in a variety of ways) in the strategy of the teaching process of the case of life, teachers first put forward a reasonable, close to the life of the guiding problem, grasp the rhythm of the classroom. To guide students to discuss and speak, to reflect and summarize together, to increase students' life experience, and to cultivate students' ability to cooperate and explore. (4) on the evaluation strategy of life-oriented case teaching, teachers can evaluate it qualitatively. And let students also participate in the evaluation system in the teacher role strategy, teachers should pay attention to their own role in the pattern of interests, but also constantly strengthen the professional ability of teaching.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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