高中地理课堂有效提问的策略研究

发布时间：2018-05-04 08:26

本文选题：高中地理 + 课堂有效提问　；参考：《曲阜师范大学》2016年硕士论文

【摘要】：当今科学技术的发展日新月异,生活的节奏也越来越快,教育所培养出的人才要能够适应这种机遇与挑战并存的环境。所以教育培养人才时,不能仅仅停留在要求学生掌握学科知识的层面上,更重要的是要开拓学生的思维,提高学生的创新能力,促进学生的全面发展。这就要求改变传统应试教育的课堂教学模式,变学生被动接受知识的课堂为学生合作交流、主动探索的课堂。课堂提问,可以作为整个课堂内容的支撑和结构,引导学生逐步深入,探索思考。课堂提问还可以锻炼学生独立思考能力,而学生通过独立思考,逐渐形成正确的地理学科的思维习惯,把握学科特点,从而更深刻地理解学习内容,掌握学科知识。此外,在这个过程中可以促进师生交流,有利于学生集中注意力。论文在相关理论指导下,运用问卷调查法、文献法、访谈法等,对高中地理课堂提问的研究现状和课堂现状进行了调查。在此基础上分析总结出高中地理课堂中提问这一环节存在的问题和不足。依据相应的教学原理和理论,根据分析结果,就以下几个方面提出了几点建议和策略。第一,教师应该转变原有的传统观念。认为教师的教学观制约着其在课堂上的提问行为并直接影响教学的效果。第二,只有备好课才能上好课,树立提问的设计意识。第三,主要针对高中地理学科中具体课程内容,如自然地理、人文地理、区域地理等,依据不同知识的不同特点进行地课堂有效提问。第四,在提问行为方面要注意一些问题。最后,教师要做好课后反思工作,以及时弥补不足并将宝贵的经验运用于以后的教学工作中对课堂教学进行及时调整与改进。
[Abstract]:Nowadays, with the rapid development of science and technology, the pace of life is getting faster and faster. The talents trained by education should be able to adapt to the environment where opportunities and challenges coexist. Therefore, when we educate and train talents, we should not only ask students to master subject knowledge, but also develop students' thinking, improve their creative ability and promote their all-round development. This requires changing the classroom teaching mode of traditional examination-oriented education and changing the classroom where students passively accept knowledge into a classroom in which students cooperate and exchange and actively explore. Classroom questioning can be used as the support and structure of the whole classroom content to guide students to explore and think. Classroom questioning can also exercise students' independent thinking ability, and through independent thinking, students gradually form the correct thinking habits of geography, grasp the characteristics of the subject, so as to understand the learning content more deeply and master the subject knowledge. In addition, in this process can promote the communication between teachers and students, to help students focus. Under the guidance of relevant theories, this paper investigates the research status and classroom status of geography classroom questioning in senior high school by means of questionnaire, literature, interview and so on. On this basis, the problems and shortcomings of asking questions in senior high school geography classroom are analyzed and summarized. According to the corresponding teaching principle and theory, according to the analysis results, this paper puts forward some suggestions and strategies on the following aspects. First, teachers should change their original traditional ideas. The author thinks that teachers' teaching view restricts their questioning behavior in class and directly affects the teaching effect. Second, only good lessons can be prepared to have a good class, set up a sense of design questions. Thirdly, according to the different characteristics of different knowledge, effective questioning is carried out according to the specific curriculum contents of geography in senior high school, such as natural geography, human geography, regional geography and so on. Fourth, we should pay attention to some problems in questioning behavior. Finally, the teacher should do a good job of reflection after class, in order to make up for the deficiency in time and apply the valuable experience to adjust and improve the classroom teaching in the future.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

【相似文献】