舟曲Y中学地理教师课堂教学行为现状研究

发布时间：2018-09-08 08:19

【摘要】：地理教师课堂教学行为是指教师在地理课堂教学过程中,基于自己的地理教育理念、教学个性、专业知识与技能、教学实践知识与地理课堂实践智慧,在具体地理课堂教学情境中所表现出的教学行为操作方式。本论文以施良方和夏志芳教授关于教师课堂主要教学行为的分类为理论框架,以课堂观察表作为研究工具,采用课堂观察和访谈相结合的方法,从讲授行为、提问行为、呈示行为、讨论指导行为和地理实验操作行为五个维度全面分析了当前舟曲Y中学地理教师的课堂教学行为。通过对舟曲Y中学15位地理教师的课堂教学行为进行观察和访谈,旨在找出该校地理教师课堂教学行为存在的不足,并进一步提出改进该校地理教师课堂教学行为的建议。本文通过对舟曲Y中学15位地理教师的课堂教学行为进行观察与访谈,发现该校教师的地理课堂教学行为具备讲授时能准确运用专业术语,且能与“三板”有机结合;板书设计合理、形式优美;教师能通过提问和交流等形式与学生进行互动,体现了学生的主体地位;创立了一种平等、和谐的师生关系等这些优点。同时也存在着一些不足尚需改进,例如,讲授时提供的例子过于单调,使课堂缺乏感染力;课堂提问质量不高;课堂讨论流于形式,实效性不高;过分依赖多媒体,影响了教学的效果;教学挂图的使用和地理实验操作方面极其薄弱。教师的课堂教学行为受到多方面因素的影响。通过查阅相关资料以及和教师的访谈与交流,归纳出了影响舟曲Y中学地理教师课堂教学行为的因素主要有:教师的教育理念、专业知识、教学技能、学生的学习基础和学习态度、工作负担及时间的限制、学校对教师评价制度的干扰和各级各类考试的影响。针对当前舟曲Y中学地理教师课堂教学行为的现状,本文从加强教师的理论学习、开展“同课异构”教学活动、倡导地理学科的“主题教研”、教师不断进行教学反思和改革教学评价制度五方面提出了整体的策略。同时针对讲授行为、提问行为、呈示行为、讨论指导行为和地理实验操作行为五种课堂教学行为分别提出了具体可行的实施策略。
[Abstract]:The classroom teaching behavior of geography teachers refers to the teachers' teaching practice knowledge and practical wisdom in geography classroom, based on their own geography education concept, teaching personality, professional knowledge and skills, teaching practice knowledge and geography classroom practical wisdom. In the specific geography classroom teaching situation shows the teaching behavior operation way. This thesis is based on the theoretical framework of Shi Liangfang and Professor Xia Zhifang's classification of the main teaching behaviors of teachers in the classroom, taking the classroom observation table as the research tool, using the method of combining classroom observation and interview, from the teaching behavior to the questioning behavior. Presenting behavior, discussing guiding behavior and operating behavior of geography experiment, this paper comprehensively analyzes the classroom teaching behavior of geography teachers in Zhouqu Y middle school. By observing and interviewing the classroom teaching behavior of 15 geography teachers in Zhouqu Y Middle School, this paper aims to find out the shortcomings of the classroom teaching behavior of geography teachers in this school and put forward some suggestions to improve the classroom teaching behavior of geography teachers in this school. By observing and interviewing the classroom teaching behavior of 15 geography teachers in Zhouqu Y Middle School, this paper finds that the teachers' geography classroom teaching behavior has the ability to use professional terms accurately when teaching, and can combine with "three boards" organically. The blackboard design is reasonable and the form is beautiful; teachers can interact with students through questioning and communication, which reflects the students' main position; creates a kind of equal, harmonious relationship between teachers and students and so on. At the same time, there are some shortcomings that need to be improved, such as the monotony of the examples provided in the lecture, the lack of appeal in the classroom, the low quality of the classroom questions, the formality of the discussion in the classroom, the lack of effectiveness, and the excessive reliance on multimedia. The application of wall chart and the operation of geography experiment are very weak. Teachers' classroom teaching behavior is influenced by many factors. By consulting relevant materials and interviewing and communicating with teachers, the author concludes that the main factors influencing the classroom teaching behavior of geography teachers in Zhouqu Y are: teachers' educational concept, professional knowledge, teaching skills, etc. Students' learning basis and attitude, work burden and time limit, the interference of school to teacher evaluation system and the influence of all kinds of examinations. In view of the present situation of geography teachers' classroom teaching behavior in Zhouqu Y Middle School, this paper focuses on strengthening the teachers' theoretical study, carrying out the teaching activities of "isomerism in the same class", and advocating the "subject teaching and research" of the geography subject. Teachers constantly carry on teaching reflection and reform teaching evaluation system five aspects put forward the overall strategy. At the same time, five kinds of classroom teaching behaviors, such as teaching behavior, questioning behavior, presenting behavior, discussing guiding behavior and geography experiment operation behavior, are put forward respectively.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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