高中地理课堂活动教学策略研究

发布时间：2018-04-20 01:34

本文选题：高中地理 + 活动教学　；参考：《信阳师范学院》2017年硕士论文

【摘要】：本研究主要目的是找出高中地理活动教学中存在的问题并探讨其对应策略。其意义:(1)助力新课程理念的形成和新课标的实施;(2)丰富地理活动教学的理论内涵并有的放矢地指导教学实践;(3)转变传统教学理念,突出学生的学习主体地位,活跃课堂气氛,提高教学效率;(4)启示教师重视学生的素质和能力的培养,提升课堂教学价值。本文在国内外前人研究成果的基础上,结合自己不多的教学实践,对高中地理活动教学中存在的问题及其应对策略进行了调研和深入地探讨。本文共包括以下内容:第一部分,阐明了研究背景和研究意义,分析了地理活动教学的国内外研究现状,厘清了研究思路。第二部分,运用文献分析法对地理活动教学的概念进行了界定,并进一步分析了活动教学理论和其他教育理论的相关性。第三部分,运用问卷调查及访谈调查法,对山西太原地区部分高中高一学生和一线地理教师进行了问卷调查和访谈调查,了解到了目前高中地理课堂活动教学的一些问题并解析了原因。第四部分,笔者针对第三部分调查结果反映出的问题,依据相关教育理论和成功案例提出相应的切实可行的教学策略,这是本文的核心部分。第五部分,结论与讨论。通过调研发现,当前地理活动教学中普遍存在的问题有:(1)地理活动开展频率较以往略高,但教师对活动教学认识不足;(2)地理活动教学目标不明确,教学效果不佳;(3)课堂地理活动教学形式单一,教学方法陈旧;(4)地理活动的实施缺乏计划性,课堂超时现象明显;(5)地理活动教学评价机制单一。针对上述问题,本文的主要应对策略是:(1)教师应改变传统理念积极开展活动教学,并深入研究活动教学相关理论;(2)教师应多采用引导教学法,学生应养成自主学习的习惯,改变以往被动接受式的学习习惯;(3)教师要在教学过程细节上精心设计,充分协调教学内容和学生的心理发展水平;(4)活动教学目标要设计三维目标,分层次使教学有的放矢,并侧重能力培养;(5)评价要具有整体性、过程性、多元化,不能以单一的学生成绩来评价地理活动教学效果。本研究的创新点是:本研究将结合教育传播学理论及有效教学理论研究地理活动教学,本文还将以学生的视角来研究活动教学。
[Abstract]:The main purpose of this study is to find out the problems existing in the teaching of geography activities in senior high school and to explore the corresponding strategies. Its significance: 1) to help the formation of the new curriculum concept and the implementation of the new curriculum standard) to enrich the theoretical connotation of geography activity teaching and to guide teaching practice in a purposeful way) to change the traditional teaching ideas, to highlight the students' position as the main body of study, and to enliven the classroom atmosphere. To improve the teaching efficiency 4) to inspire teachers to attach importance to the cultivation of students' quality and ability, and to enhance the value of classroom teaching. On the basis of the previous research results at home and abroad and combining with my few teaching practices, this paper investigates the existing problems and countermeasures in the teaching of geography activities in senior high school. This paper includes the following contents: the first part clarifies the research background and significance, analyzes the domestic and foreign research status of geography activity teaching, and clarifies the research ideas. In the second part, the concept of geography activity teaching is defined by literature analysis, and the correlation between activity teaching theory and other educational theories is further analyzed. In the third part, by using the method of questionnaire and interview, the author makes a questionnaire survey and interview on some senior high school students and first-line geography teachers in Taiyuan, Shanxi Province. Some problems in high school geography classroom activity teaching are understood and the reasons are analyzed. In the fourth part, the author puts forward some practical teaching strategies according to the relevant educational theories and successful cases in view of the problems reflected in the third part of the investigation, which is the core part of this paper. The fifth part, conclusion and discussion. Through the investigation, it is found that the common problems in current geography activity teaching are: 1) the frequency of geography activities is slightly higher than that of the past, but the teachers do not have a clear understanding of the activity teaching. 2) the goal of geography activity teaching is not clear. The teaching effect is not good (3) the classroom geography activity teaching form is single, the teaching method is out of date and there is no plan for the implementation of the geography activity, the phenomenon of classroom overtime is obvious (5) the geography activity teaching evaluation mechanism is single. In view of the above problems, the main strategy of this paper is: 1) the teacher should change the traditional idea to develop active teaching, and deeply study the related theories of activity teaching. 2) the teacher should adopt the guiding teaching method, and the students should form the habit of autonomous learning. Teachers should carefully design the details of the teaching process, fully coordinate the teaching contents and the level of students' psychological development. (4) the teaching objectives of the activities should be designed three dimensional goals, and the teaching should be targeted at different levels. The evaluation should be holistic, procedural and pluralistic, and the teaching effect of geography activities should not be evaluated by a single student achievement. The innovation of this study is that this study will combine the theory of educational communication and effective teaching theory to study the teaching of geographical activities, and this paper will also study the teaching of activities from the perspective of students.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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