诊断式教学在初中地理教学中的实证研究

发布时间：2018-04-15 21:20

本文选题：诊断式教学 + 初中地理教学　；参考：《河南大学》2016年硕士论文

【摘要】：新一轮的初中义务教育地理课程改革对教师的教学方法提出了新的要求:教师教学方法的选择和使用要体现“科学性”、“艺术性”、“人本性”。不同的教学内容,针对不同的学生,选择的教学方法也不同。然而,部分初中地理教师却缺乏系统的选择教学方法的理论和教学设计能力,这也就造成了初中地理教学质量较低的困境。因此,初中地理教师需要具备一套完整的对影响教学实施的各个因素进行“诊断”的教学方法,即运用“诊断式教学”对初中地理教学的整个过程进行诊断设计。本文主要遵循“发现问题—提出解决策略—验证解决策略”的思路进行。首先从地理新课程改革的要求和分析传统教学方法的桎梏两方面介绍了本文的选题背景。从理论和实践两个方面阐述了本文的研究意义,即:有利于促进初中地理的有效教学、有利于促进学生的全面的发展、有利于教师个性化教学发展、有利于提高学生地理学习动机和兴趣、有利于教师的专业发展和学生成绩的提高。其次对“教学诊断”和“诊断式教学”的相关概念进行了初步界定,认为“教学诊断”就是教师运用相关理论在教学过程中对教师和学生行为等进行不断检查、判断,不断发现障碍、解决障碍的过程;“诊断式教学”是一种以学生的差异为基础而进行差异化教学的教学方法。国外学者对诊断式教学的分析研究主要集中在对影响学生学习的教学设计、学习者、教学目标、教学评价等层面,而国内学者对诊断式教学的研究更加倾向于诊断式教学的实施层面。将两个层面进行有效结合,促进诊断式教学在初中地理教学中的顺利实施,进而促进学生的全面发展和教师的专业化发展,是本文的核心所在。通过实地调查研究,得出在初中地理教学中教师存在缺乏系统的诊断式教学理论和方法、学生地理学习兴趣和学习动机偏低等情况。以处方教学原理、教学过程最优化理论、差异教学理论和多元智能理论为理论基础,本文从五个部分对初中地理诊断式教学进行诊断设计,即对教学背景、教学内容、教学目标、教学策略、教学评价进行诊断设计。每个部分按“理论—方法(实施步骤)—结合具体内容设计”的层次展开。“教学背景诊断”部分主要包括对学习者地位、教师地位、教学物质环境及其使用情况、教学支持环境进行的诊断,初中地理教师对地理教学背景的诊断主要分为分析阶段、数据收集阶段、设计三个阶段。“教学内容诊断”部分主要包括对教学内容的知识类型及学生状况的诊断,初中教师对教学内容的诊断主要包括对初中地理课程标准、地理学科性质、地理教材的诊断。“教学目标诊断”部分主要包括教学目标的设计要体现系统性、全面性和差异性。初中地理教学目标的诊断设计要从地理教学目标的分类、地理教学目标的诊断实施步骤、确定地理教学目标表述方法等方面进行设计;“教学策略诊断”部分主要阐述教学策略包括教师“教”的策略和学生“学”的策略,以及初中地理教学策略设计如何对课程组织类型、教学方法、教学媒体进行诊断选择等。“教学评价诊断”部分主要包括诊断式教学视域下教学评价应遵循的价值取向和初中地理教学评价的方法。在对诊断式教学进行有效设计后,将诊断式教学应用于初中地理教学的具体实践中,通过实验对比对诊断式教学的实施结果进行分析,得出诊断式教学能促进学生地理学习成绩的提高、能够促进学生地理学习兴趣和动机水平的提高等结论。同时,此研究在诊断式教学实施的过程中也发现了地理教师诊断式教学能力不足、诊断式教学工作量大是阻碍诊断式教学顺利实施的主要因素,在日常教学中需要不断探索并加以解决。
[Abstract]:Put forward a new teaching method of a new round of curriculum reform of compulsory education in junior high school geography teachers: Teachers' teaching methods and used to reflect the "science" and "art", "human nature". Different teaching contents, for different students, the teaching methods are different however. Ability, theory and teaching design of junior high school geography teachers lack of teaching methods of the system, which leads to the low quality of junior high school geography teaching difficulties. Therefore, the junior middle school geography teachers need to have a complete set of effects on teaching factors were the teaching method of "diagnosis", the whole process that the use of "on the junior high school geography teaching diagnosis teaching" to diagnose design. This paper follow the "discovery problem, propose solutions and verify solutions" ideas. First from the new curriculum reform of Geography Two requirements and analysis of the traditional teaching method of the shackles of introduces the background of this paper. The significance of the study, this paper expounds from two aspects of theory and practice, which is conducive to the promotion of effective teaching, to promote students' all-round development, is conducive to the development of teachers' individualized teaching, to improve students geography learning motivation and interest, beneficial to the professional development of teachers and improve students' scores. Secondly, the concept of "teaching diagnosis" and "diagnosis teaching" has carried on the preliminary definition, that "teaching diagnosis" means that the teacher uses the relevant theories in the teaching process of teachers' and students' behavior are constantly checking, judgment, we found that barriers, barriers in solving process; diagnosis of "teaching" is a students difference based teaching methods and differentiated teaching. Foreign scholars on the diagnosis of type A study of teaching mainly focuses on the influence of instructional design, learning, teaching objectives, teaching evaluation level, implementation level and study of diagnostic teaching of domestic scholars are more inclined to diagnosis teaching. The two aspects are combined to promote the smooth implementation of diagnostic teaching in Junior Geography Teaching in the professional development, and promote the all-round development of students and teachers, is the core of the paper. Through on-the-spot investigation, obtained in geography teaching in middle school teachers are lack of diagnosis teaching theory and method of the system, the students interest in learning geography and learning motivation is low. The prescription teaching principle, teaching process optimization the theory of difference teaching theory and multiple intelligence theory, this paper from five aspects of diagnosis design of junior high school geography teaching is the teaching of diagnosis, background, The teaching content, teaching objectives, teaching strategies, teaching evaluation of diagnostic design. Each part according to "theory - Method (steps) - expansion and detailed design of the hierarchy." teaching background diagnosis "includes on learners' status, the status of teachers, teaching material environment and usage of diagnostic teaching support environment the main points of diagnosis of junior high school geography teachers in geography teaching background for the analysis of the data collection phase, design stage, three stages." diagnosis teaching diagnosis "includes knowledge types and status of the students on teaching content, teaching contents of junior middle school teachers diagnosed mainly in junior high school geography curriculum standard, geography the nature, diagnosis of geography textbooks." teaching design diagnosis "part mainly includes teaching objectives to reflect the systematic, comprehensive and difference of junior high school geography. The design of teaching objectives to diagnosis classification from the teaching objective, teaching objective diagnosis steps, determine the geography teaching target representation methods and other aspects of the design; the teaching strategies of "diagnosis" part mainly expounds the teaching strategies include teachers' teaching strategies and students "learning" strategy, and the design of junior high school geography teaching strategy how about the curriculum organization type, teaching method, teaching media selection. The diagnosis methods of teaching evaluation diagnosis "includes diagnosis teaching from the perspective of teaching evaluation should follow the value orientation and the junior high school geography teaching evaluation. The effective design of the diagnostic teaching, practice teaching in junior middle school will diagnosis geography teaching, through the experimental comparison of the implementation of diagnostic teaching results, the diagnostic teaching can promote students' learning geography achievement To improve, it can promote the students to improve geography learning interest and motivation level etc. conclusion. At the same time, the research process in the diagnosis of teaching were also found in the geography teacher diagnosis teaching ability is insufficient, the diagnostic teaching workload is the main factors hindering the smooth implementation of the diagnostic teaching, need to continue to explore and solve in daily teaching.

【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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