PBL模式在高中地理课堂教学中的应用

发布时间：2018-06-02 22:25

本文选题：PBL模式 + 自主学习　；参考：《苏州大学》2016年硕士论文

【摘要】：随着信息社会的快速发展,社会对于人才的要求也不断提高。社会需要有创新能力和有自主解决问题能力的人才,而不是只会机械背课本知识的人,这就对基础教育提出了更高的要求。《普通高中地理课程标准》提出“重视对地理问题的探究”的基本理念,以及“尝试从学习和生活中发现地理问题,提出探究方案,与他人合作,开展调查研究,提出解决问题的对策”的课程目标。因此,着力改变传统的灌输式教学方式,以实际生活中的问题为中心,引导学生通过小组合作发挥主观能动性和创新能力,提出解决问题的方案,最终达到提高解决问题能力的目标,就成为基础教育尤其是地理教育的重要内容。随着国家对教学改革的不断重视,基础教育越来越强调培养学生的综合学习能力。PBL模式以学生生活中真实的、复杂的问题激发学生学习兴趣,使学生在合作探究问题的过程中完成知识的自主建构,提高自主学习能力、小组合作能力、搜集信息能力和解决问题能力,促进学生的全面发展,培养学生基本的地理素养,符合教学改革对学生培养的要求,也为基础教育发展提供了努力的方向。本研究主要包括六大部分:第一部分:绪论。主要介绍了课题的研究背景与意义,对自主学习的核心概念进行了界定,明确了自主学习的内涵与特征;从国内外两个方面分别论述了本课题的研究动态及发展趋势,对现有研究成果予以了整理;最后对本文的研究方法与研究目标进行了简要阐述。第二部分:理论基础。分别对自主学习相关的主体教育理论、建构主义教学理论、人本主义教学理论、最近发展区教学理论等主要理论进行了简要的论述。第三部分:关于高中地理自主学习中教师行为与学生期待的调查。通过对当前高中地理自主学习中的教师行为与学生期待实施问卷,并在对调查结果进行统计与分析之后,明确了高中生的自主学习能力提升方面的影响因素。第四部分:基于自主学习的高中地理课堂教学模式的要素分析。首先说明了基于自主学习的高中地理课堂教学改革的可行性,有赖于高中生自身的特点与知识结构水平,同时也是地理学科严密的思维逻辑与推导能力需求的必然;其次对高中地理PBL教学模式的设计特征、目标、原则及具体的程序步骤进行了重点论述,明确了在当前高中地理自主学习能力提升过程中PBL模式的可行性。第五部分:地理课堂PBL教学模式的案例研究。以案例研究的方法对PBL教学模式实施前后的学生自主学习变化进行了调查与分析,最终得出了PBL在高中地理课堂教学改革中,能够有效提升学生自主学习能力的结论。第六部分:结论与展望。对本文研究进行总结,并对未来的课题研究方向做出了展望。
[Abstract]:With the rapid development of the information society, the demand for talents has been raised. Society needs people with the ability to innovate and solve problems on their own, rather than those who memorize the knowledge of textbooks. This puts forward higher requirements for basic education. The General Senior High School Geography Curriculum Standard puts forward the basic idea of "paying attention to the exploration of geographical problems" and "trying to find geographical problems from study and life, and putting forward inquiry schemes." Cooperate with others, carry out investigation and research, propose solutions to the problem "course objectives." Therefore, we should try to change the traditional teaching method, take the problems in real life as the center, guide the students to bring their initiative and innovation into full play through group cooperation, and put forward solutions to the problems. Finally, to achieve the goal of improving the ability to solve problems has become an important content of basic education, especially geography education. With the continuous attention of the country to the teaching reform, the basic education emphasizes more and more on cultivating the students' comprehensive learning ability. PBL model stimulates the students' interest in learning by the real and complicated problems in their life. In the process of cooperative inquiry, students can build their own knowledge, improve their autonomous learning ability, cooperate in groups, collect information and solve problems, promote students' overall development, and cultivate students' basic geographical literacy. In line with the requirements of teaching reform for the cultivation of students, it also provides a direction for the development of basic education. This research mainly includes six parts: the first part: introduction. This paper mainly introduces the research background and significance of the subject, defines the core concepts of autonomous learning, clarifies the connotation and characteristics of autonomous learning, discusses the research trends and development trends of this subject from two aspects at home and abroad. Finally, the research methods and objectives of this paper are briefly described. The second part: theoretical basis. The main theories about autonomous learning, such as the subject education theory, constructivism teaching theory, humanism teaching theory and the teaching theory of the proximal development area, are briefly discussed in this paper. Part three: a survey of teachers' behavior and students' expectation in high school geography autonomous learning. Based on the questionnaire of teachers' behavior and students' expectation in geography autonomous learning in senior high school at present, the factors influencing the improvement of autonomous learning ability of senior high school students are identified after the statistics and analysis of the results of the survey. The fourth part: the analysis of the elements of high school geography classroom teaching model based on self-learning. First of all, it shows that the feasibility of the reform of geography classroom teaching based on autonomous learning depends on the characteristics and knowledge structure level of senior high school students themselves, and it is also the necessity of strict thinking logic and deductive ability of geography discipline. Secondly, it focuses on the design features, objectives, principles and specific procedures of the high school geography PBL teaching model, and clarifies the feasibility of the PBL model in the process of improving the senior high school geography autonomous learning ability. The fifth part: the case study of geography classroom PBL teaching model. This paper makes an investigation and analysis of the changes of students' autonomous learning before and after the implementation of PBL teaching mode by the method of case study, and finally comes to the conclusion that PBL can effectively improve students' autonomous learning ability in the reform of geography classroom teaching in senior high school. The sixth part: conclusion and prospect. The research of this paper is summarized, and the future research direction is prospected.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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