高三地理复习课中变式教学策略及应用案例研究

发布时间：2018-03-03 18:46

本文选题：高三地理　切入点：复习课　出处：《陕西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：时代的发展和转变影响着教育的变革,知识经济时代的到来赋予高中地理教育新的任务和要求。新课程改革大力倡导素质教育、创新教育、强调学生的主体性,注重学生探究意识的培养和实践能力的提高。因此,新的课程理念要求学生掌握基本的地理知识,探究地理问题,培养创新精神和创造能力,成为未来社会合格的公民。而这些要求的实现,需要师生的共同努力,教学中,传统的教学方法须进一步改进,不能一味的向学生“灌输”知识,要启发和引导学生,让其主动思考和解决问题,使地理教学更加有效。高三地理复习作为高中地理教育的一部分,也受到新理念的影响,但因受高考升学压力,教学任务繁重,课时较少等因素的限制,课堂教学往往缺乏活力,教师全堂讲解,学生被动接受,新的理念难以真正实施。如何使高三地理复习课教学真正践行新的课程理念,并实现有效教学是急需探究的问题。因此,对变式教学策略的研究可以为高三地理复习课的变式教学提供一定的理论指导,进而提高教学效率。本文运用了问卷调查法、文献内容分析法、访谈法、实验研究法等研究方法。首先,梳理了有关变式教学和地理变式教学的相关文献,明确变式教学的国内外研究现状；界定了变式和变式教学,策略与变式教学策略的概念；阐述了变式教学的五大理论基础。其次,调查了新疆昌吉州二中高三学生的地理学习情况和教师实施变式教学的情况；分析了高三学生地理学习和教师使用变式教学的相关情况和存在问题,证明了变式教学策略研究的必要性。然后,结合自己的教学观察和实践,从地理复习的全面复习阶段、专题复习阶段和综合训练点评阶段这三个不同阶段分别提出变式设计的策略,同时以案例的形式展示了策略的具体应用。再次,提出了变式教学实施的六个原则。为了弥补知识点案例的不足,基于变式教学策略设计了整节课的教学设计,为变式教学策略的实施提供借鉴。最后,通过教学实验对所提的变式设计策略进行了效果评定,证明在复习课中采用恰当的变式策略有利于提高学生的地理成绩。其目的是为高三地理复习课的有效教学提供理论指导,让学生摆脱题海战术,变被动学习为主动思考,进而提高解决问题的能力,实现有效备考。本文的研究结论如下：(1)变式教学具有夯实的理论基础,它的应用符合新课程改革的理念。本文通过分析新课改背景下地理教学要求和任务,变式教学的定义和特点以及教育基础理论,明确了变式教学的实施不仅有基础教育理论为支撑,而且也符合教学实践的需要,践行了新课改的理念。(2)高三地理复习课教学中,欠缺对学生主体性及思维能力的培养,变式教学的应用太过局限,变式的设计缺乏策略指导,复习效率有待提高。本文以问卷调查和访谈的形式,了解了高三学生地理复习的现状及真实需要以及教师对于变式教学的态度,进一步证实了在高三地理复习课中应用变式教学可以满足复习需要,有利于激发学生学习兴趣,培养其主体意识,提高思维能力,实现更有效的高三备考。同时,教师仅仅使用地图的变式来帮助学生攻克地图难关,对变式教学这一方法的应用太过局限,变式的设计缺乏策略的指导。(3)在高三地理复习的三大阶段从不同角度构建了变式设计和实施的策略,同时以案例的形式展示了策略的应用。以第一阶段为例,提出了内涵与外延、共性与特性、演绎与归纳、对比与比较、思想与方法五大变式方法,同时在复习的第二、三阶段也构建了策略体系。针对每一个策略,设计了地理知识复习的具体案例,而且还以“冷热不均引起大气运动”这一节的复习为例,设计了教学过程,为策略的具体应用提供了借鉴。(4)实验研究证明了变式教学策略的实施可以提高学生的地理成绩,提高复习的效率。本文通过分析教学过程中的课堂检测和模拟考试的成绩,发现教学实验后实验班的成绩大大高于对照班,这表明变式教学策略的应用有利于提升学生分析和解决地理问题的能力。同时,高三地理教学中变式策略的采用和教学的开展需有针对性和差异性。复习中,依据不同的学情和学习内容,采取相应的策略,不能陷入“一切皆变”的误区。
[Abstract]:The development of the times and the change affects the education reform, the era of knowledge economy gives the tasks and requirements of high school geography education. The new curriculum reform advocate quality education, innovation education, emphasize the subjectivity of the students, pay attention to the students to explore and practice of cultivating consciousness ability. Therefore, the concept of the new curriculum requirements of students to master the basic knowledge of geography, to explore geographic issues, cultivate the innovative spirit and creative ability, to become citizens of the future society and qualified. The implementation of these requirements, need the joint efforts of teachers and students, teaching, need to further improve the traditional method of teaching, not blindly to the students "indoctrination" knowledge, to inspire and guide students and let the initiative to think and solve problems, make geography teaching more effective. High school geography review as part of a high school geography education, also affected by the new concept, but due to the college entrance examination The pressure, the heavy task of teaching, less class time and other factors, often lack of classroom teaching activity, teachers explain the whole church, students passively accept new ideas, it is difficult to truly implement. How to make the geography review teaching practice of the new curriculum ideas, and to achieve effective teaching is the urgent need to explore the issue. Therefore, the research on variable teaching strategies can provide some theoretical guidance for variant geography review class teaching, and improve teaching efficiency. This paper uses the method of questionnaire investigation, literature analysis method, interview method, experimental research method research method. Firstly, the related literatures about teaching and geography teaching. Research status of clear variable type teaching at home and abroad; and defines the variable type teaching concept, strategy and teaching strategy; expounds five basic theory teaching. Second, a new survey The change of teaching implementation of geography learning situation and teacher Xinjiang Changji senior high school students; analyzes the problems associated with the use of the situation teaching and students learning geography and teachers, prove the necessity of teaching strategy. Then, combining the teaching observation and practice, from the comprehensive review of geography the review stage, put forward design strategy of the three different stages of project review stage and comprehensive training review stage respectively, and shows the specific application strategies in the form of case. Thirdly, put forward six principles of teaching implementation. In order to make up for lack of knowledge of the case, based on the teaching strategy design the teaching design of the whole class, to provide reference for the implementation of teaching strategies. Finally, through the teaching experiment of variant design strategy proposed for the effect evaluation, in the course of studying proof The variable type strategy appropriate to improve the students' Geography achievement. Its purpose is to provide theoretical guidance for the effective teaching of geography review lesson, let students get rid of the sea tactical, change from passive learning to active thinking, and improve the ability to solve problems, to achieve effective pro. The conclusions are as follows: (1) theory the basic teaching is solid, its application in accordance with the concept of the new curriculum reform. This paper through the analysis under the background of geography teaching requirements and the task of the new curriculum, teaching the definition and characteristics of the basic theory of education, the implementation of teaching not only has basic education theory, but also meet the needs of teaching in practice, the practice of the new curriculum ideas. (2) geography review teaching, to cultivate students' subjectivity and lack of thinking ability, application of teaching is too limited, variant design. The lack of strategic guidance, review efficiency needs to be improved. Based on the questionnaires and interviews to understand the status of geography review and the real needs of teachers and students in teaching attitude, further confirmed the application of variable type teaching can meet the need to review in the geography review lesson, stimulate students interest in learning, training the subject consciousness, improve thinking ability, to achieve a more effective middle school preparation. At the same time, the variant teachers just use the map to help students overcome the difficulties on the map, the application of teaching this method is too limited, the lack of design strategies. (3) in the three stage of geography review the construction of the variant design and implementation of the strategy from different angles, and shows the strategy used in the form of case. In the first stage as an example, presents the connotation and denotation of commonness and characteristics, and interpretation Induction, contrast and comparison, the ideas and methods of the five variant methods, but also to build a system of strategies in the second, third stage review. For each strategy, design a specific case review of geographical knowledge, but also to "Lengrebujun caused by air movement" in this section of the review as an example, the design of teaching the process, which provides the reference for specific application strategies (4) experimental research proved that the implementation of teaching strategies can improve students' Geography achievement, improve the review efficiency. Through the analysis of classroom teaching in the process of testing and simulation test results, found that after the experiment the scores of the experimental class is much higher than that of the control class. This shows that the application of teaching strategies to enhance students' ability to analyze and solve geographic problems. At the same time, the variation strategy and teaching high school geography teaching in the development of targeted and complex differences. In the course of study, we can not fall into the misunderstandings of "all changes" according to different learning and learning content and adopt corresponding strategies.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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