初中地理课堂问题教学法的应用研究

发布时间：2018-04-23 01:31

本文选题：问题教学法 + 初中地理课堂　；参考：《河南大学》2016年硕士论文

【摘要】：随着世界全球化、信息化的不断深入,当今世界对高素质人才的需求日益增多,创新教育的实现迫在眉睫。创新教育是新课程改革实施以来,运用新的教学方法培养中小学生的创新意识、创新思维的教学方式,以往教师常用的传统教学法也渐渐地融入了新的方法,问题教学法就是其中一种。问题教学法将知识、思维、能力以及情感糅合在一起,让学生在获得知识的同时提高其思维水平和创造能力,陶冶学生的情感。问题教学法作为一种能够改变师生教与学、激发学生的学习积极性、提高学生思考问题和解决问题的方法,顺应时代的潮流,符合我国当代教育教学改革的要求。本文主要采用文献研究法、问卷调查法、实验法、观察法、访谈法等进行研究。首先,对国内外问题教学法的相关资料进行整理与分析,提出研究的背景、意义、思路与方法;其次界定相关概念、理论基础与研究进展;第三,通过大量的文献阅读,并对初中地理教师进行调查研究,编制调查问卷,分析初中地理课堂中问题教学法的应用现状;第四,根据应用现状中所存在的问题,提出相应的实施策略;第五,通过问题教学法在初中地理课堂的教学实践,检验所提出策略的有效性。最后,总结本研究的主要结论、创新之处、不足与展望。通过问卷调查分析,发现一些问题:(1)教师问题意识与行为不匹配、设计的问题质量不高、不够重视学生自发提问以及对问题教学法的认识不全面;(2)多种因素影响学生自发提问和问题教学法的实施;(3)影响问题教学法实施的原因主要有应试教育的影响、学生问题意识的欠缺以及教师问题教学能力不足等。在调查的基础上,针对问题提出一些实施策略:遵循问题教学法的实施原则;教师要加强理论学习,转变传统教育教学理念;创建和谐的教学环境;对不同教学环节的问题进行设计;注重培养学生的问题意识,提高学生提出问题的能力以及学生思考问题和解决问题的能力。通过进行教学实践,对实验班和对照班的期中与期末成绩进行横向与纵向的比较分析、对教学过程的跟踪观察、对学生地理兴趣的访谈以及对两班的情感互动中,得出问题教学法在初中地理课堂教学的应用中取得较好效果:一是有利于增强学生学习地理的兴趣;二是有利于学生成绩的提高;三是有利于改善课堂氛围,使课堂环境更加自由、民主、和谐;四是有利于加强师生互动,培养师生感情;五是有利于师生成长达到双赢。本文的主要结论有:(1)问题教学法的实施现状有待改进;(2)提出问题教学法的实施策略;(3)问题教学法实施效果较好。创新之处在于:提出问题教学法在初中地理教学中的实施策略。在分析问题教学法应用现状的基础上,提出相应的实施策略,并通过教学实践检验教学策略的有效性。
[Abstract]:With the globalization of the world and the deepening of information technology, the demand for high-quality talents in the world is increasing day by day, and the realization of innovative education is urgent. Since the implementation of the new curriculum reform, innovative education has been used to cultivate the students' innovative consciousness and innovative thinking by using the new teaching methods. The traditional teaching methods commonly used by teachers in the past have gradually incorporated into the new methods. Problem teaching is one of them. Problem teaching method combines knowledge, thinking, ability and emotion together, so that students can improve their thinking level and creative ability while acquiring knowledge, and cultivate students' emotion. Question teaching method, as a method that can change teachers and students' teaching and learning, stimulate students' enthusiasm in learning, improve students' thinking and solving problems, conform to the trend of the times and meet the requirements of contemporary education and teaching reform in China. This paper mainly adopts literature research, questionnaire, experiment, observation, interview and so on. First of all, the related materials of domestic and foreign problem teaching methods are sorted and analyzed, and the background, significance, ideas and methods of the research are put forward; secondly, the related concepts, theoretical basis and research progress are defined; third, through a large number of literature reading, And the junior high school geography teachers to investigate, compile questionnaires, analyze the application of junior high school geography classroom problem teaching methods; fourth, according to the existing problems in the application of the status quo, put forward the corresponding implementation strategies; fifth, Through the teaching practice of problem teaching method in junior middle school geography classroom, the effectiveness of the strategies put forward by the test is tested. Finally, the main conclusions, innovations, shortcomings and prospects of this study are summarized. Through the questionnaire investigation and analysis, we find that some teachers' problem awareness and behavior do not match, and the quality of the design problem is not high. Not paying enough attention to students' spontaneous questioning and understanding of question teaching methods are not comprehensive) many factors affect students' spontaneous questions and the implementation of question teaching methods. 3) the main reasons that affect the implementation of question teaching methods are the influence of examination-oriented education. The deficiency of students' problem consciousness and the deficiency of teachers' teaching ability. On the basis of investigation, some implementation strategies are put forward: following the implementation principle of problem-teaching method, teachers should strengthen theoretical study, change traditional educational and teaching ideas, create harmonious teaching environment; The problems in different teaching links should be designed, and the students' awareness of the problems should be cultivated, and the students' ability to ask questions and solve them should be improved. Through the teaching practice, the paper makes a horizontal and vertical comparative analysis of the midterm and final grades of the experimental class and the control class, tracks and observes the teaching process, interviews the students' interest in geography and the emotional interaction between the two classes. It is concluded that the problem teaching method has achieved good results in the application of junior high school geography classroom teaching: first, it is conducive to enhancing students' interest in learning geography; second, it is conducive to the improvement of students' achievements; third, it is conducive to improving the classroom atmosphere. Make the classroom environment more free, democratic, harmonious; fourth, is conducive to strengthen teacher-student interaction, cultivate teacher-student feelings; fifth, conducive to the growth of teachers and students to achieve win-win. The main conclusion of this paper is that the present situation of the implementation of the problem teaching method needs to be improved. (2) the implementation strategy of the problem teaching method is put forward and the effect of the problem teaching method is better than that of the question teaching method. The innovation lies in: put forward the implementation strategy of question teaching method in junior high school geography teaching. On the basis of analyzing the present situation of the application of the problem teaching method, this paper puts forward the corresponding implementation strategy, and tests the effectiveness of the teaching strategy through the teaching practice.
【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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