基于马登现象图式理论的中学地理变式教学设计
发布时间：2018-11-15 13:35
【摘要】：为了适应社会发展的需要,迎接信息时代的挑战。在中学地理教学中,要培养学生的地理素养,注重学生具备适应终身发展和社会需要的品质。但是传统的教学模式在教学中仍占有较大比重,教学过程中仍然以教师的教为主,忽视学生学的过程,这样的教学方式不能帮助学生建立起良好的学习习惯,特别是对于地理的学习,无法培养学生形成未来公民必备的地理素养。因此,在地理课堂的教学中,为加强课堂的教学创新,实现教师教学方式和学生学习方式的转变,在学习过程中穿插合作、探究等教学活动方式,培养学生的提出、分析和解决问题的能力,提高学生学习地理的兴趣,进一步提高教学质量。笔者运用马登现象图式理论进行地理变式教学设计,帮助学生形成地理核心素养。本论文在教育实践的基础上,主要利用马登现象图式理论,并结合其他教育理论,如:奥苏贝尔的有意义的学习理论,维果斯基的最近发展区理论以及皮亚杰的认知发展理论。在理论基础上对中学地理知识进行变式教学设计。在教学过程中,主要采用概念性变式教学和过程性变式教学两种方式设计教学过程。借助情境转化的方式,如提供实物、事实或事例等,帮助学生在具体情境中掌握地理知识;或者,在进行教学设计时,变换地理事物的角度,从空间变式的角度解决教学的难点;再或者,可以借助图文转换的方式,如将文字转化为图片,可以给学生呈现直观的示意图,使学生形成具体的地理表象。可以将学生学习的注意力集中于地理事物的特征上,有利于学生鉴别地理事物,从而实现有效的地理学习。对地理概念有一个清晰的认识,鉴别概念的外延和内涵。在教学过程中,注重培养学生的地理思维,空间能力,让学生用发展的眼光看待问题。在教学实践方面,笔者以中图版高中地理必修一教材部分内容为例,详细介绍了利用马登现象图式理论所设计的变式教学过程。变式教学设计的主要包括:情境导入,新课的讲解过程,巩固提升以及课下的练习等环节。特别是在新课讲解过程中,注重进行变式教学设计,充分利用理论知识设计教学过程,帮助学生鉴别所学习的内容,形成科学的地理知识体系。经过笔者在山东师范大学附属中学进行变式教学实践,发现适当的变式教学,可以帮助学生进行有意义学习,建立新旧知识之间的联系。通过数据分析,可以看出实验组的成绩上升更加的显著,充分验证了结合马登现象图式理论进行的变式教学设计具有可行性和有效性。由于笔者教学经验有限,只进行中图版必修一的教学设计。论文有不足之处,希望以后的研究予以更正和弥补。
[Abstract]:In order to meet the needs of social development, meet the challenges of the information age. In the middle school geography teaching, we should train the students' geography literacy and pay attention to the students' quality which adapts to the development of life and the needs of the society. However, the traditional teaching mode still occupies a large proportion in teaching. In the process of teaching, teachers still give priority to teaching and ignore the process of students' learning. Such teaching methods cannot help students to establish good learning habits. Especially for the study of geography, students can not form the necessary geographical literacy of future citizens. Therefore, in order to strengthen the classroom teaching innovation and realize the transformation of the teachers' teaching method and the students' learning style, in the geography classroom teaching, the teaching activities such as cooperation and inquiry are interspersed in the learning process, so as to train the students to put forward. Ability to analyze and solve problems, improve students' interest in learning geography, and further improve teaching quality. In order to help students form the core accomplishment of geography, the author uses the theory of Madden phenomenon schema to design the geography variation teaching. On the basis of educational practice, this thesis mainly uses the theory of Madden phenomenon schema and other educational theories, such as Ausubel's theory of meaningful learning, Vygoski's theory of proximal development area and Piaget's theory of cognitive development. On the basis of theory, we design the geography knowledge in middle school. In the process of teaching, conceptual variant teaching and process variant teaching are mainly used to design the teaching process. With the help of situational transformation, such as providing physical objects, facts or examples, help students master geographical knowledge in specific situations; Or, in the teaching design, changes the geography matter angle, from the spatial variant angle solves the teaching difficult point; Alternatively, the students can be shown intuitionistic schematics by means of graphic and text conversion, such as transforming text into pictures, so that students can form concrete geographical representation. Students can focus their attention on the characteristics of geographical things, which is helpful for students to distinguish geographical things and realize effective geographical learning. Have a clear understanding of geographical concepts, identify the concept of extension and connotation. In the process of teaching, we should pay attention to cultivating students' geographical thinking and spatial ability, so that students can look at problems from the perspective of development. In the aspect of teaching practice, the author takes the part of textbook of geography compulsory course in middle school as an example, and introduces in detail the course of variant teaching designed by using the theory of Madden phenomenon schema. The design of variant teaching mainly includes: situational introduction, explaining process of new class, consolidation and promotion, and practice after class and so on. Especially in the course of explaining the new course, we should pay attention to the design of variable teaching, make full use of the teaching process of theoretical knowledge design, help students to distinguish the contents of their study and form a scientific geographical knowledge system. Through the practice of variant teaching in the secondary school affiliated to Shandong normal University, it is found that proper variant teaching can help students to study meaningfully and establish the relationship between new and old knowledge. Through the data analysis, we can see that the results of the experimental group increased more significantly, which fully verified the feasibility and effectiveness of the variant teaching design combined with the theory of Madden phenomenon schema. Due to the author's limited teaching experience, only the Chinese version of the required teaching design. There are shortcomings in the paper, I hope the future research will be corrected and remedied.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55
本文编号：2333451
[Abstract]:In order to meet the needs of social development, meet the challenges of the information age. In the middle school geography teaching, we should train the students' geography literacy and pay attention to the students' quality which adapts to the development of life and the needs of the society. However, the traditional teaching mode still occupies a large proportion in teaching. In the process of teaching, teachers still give priority to teaching and ignore the process of students' learning. Such teaching methods cannot help students to establish good learning habits. Especially for the study of geography, students can not form the necessary geographical literacy of future citizens. Therefore, in order to strengthen the classroom teaching innovation and realize the transformation of the teachers' teaching method and the students' learning style, in the geography classroom teaching, the teaching activities such as cooperation and inquiry are interspersed in the learning process, so as to train the students to put forward. Ability to analyze and solve problems, improve students' interest in learning geography, and further improve teaching quality. In order to help students form the core accomplishment of geography, the author uses the theory of Madden phenomenon schema to design the geography variation teaching. On the basis of educational practice, this thesis mainly uses the theory of Madden phenomenon schema and other educational theories, such as Ausubel's theory of meaningful learning, Vygoski's theory of proximal development area and Piaget's theory of cognitive development. On the basis of theory, we design the geography knowledge in middle school. In the process of teaching, conceptual variant teaching and process variant teaching are mainly used to design the teaching process. With the help of situational transformation, such as providing physical objects, facts or examples, help students master geographical knowledge in specific situations; Or, in the teaching design, changes the geography matter angle, from the spatial variant angle solves the teaching difficult point; Alternatively, the students can be shown intuitionistic schematics by means of graphic and text conversion, such as transforming text into pictures, so that students can form concrete geographical representation. Students can focus their attention on the characteristics of geographical things, which is helpful for students to distinguish geographical things and realize effective geographical learning. Have a clear understanding of geographical concepts, identify the concept of extension and connotation. In the process of teaching, we should pay attention to cultivating students' geographical thinking and spatial ability, so that students can look at problems from the perspective of development. In the aspect of teaching practice, the author takes the part of textbook of geography compulsory course in middle school as an example, and introduces in detail the course of variant teaching designed by using the theory of Madden phenomenon schema. The design of variant teaching mainly includes: situational introduction, explaining process of new class, consolidation and promotion, and practice after class and so on. Especially in the course of explaining the new course, we should pay attention to the design of variable teaching, make full use of the teaching process of theoretical knowledge design, help students to distinguish the contents of their study and form a scientific geographical knowledge system. Through the practice of variant teaching in the secondary school affiliated to Shandong normal University, it is found that proper variant teaching can help students to study meaningfully and establish the relationship between new and old knowledge. Through the data analysis, we can see that the results of the experimental group increased more significantly, which fully verified the feasibility and effectiveness of the variant teaching design combined with the theory of Madden phenomenon schema. Due to the author's limited teaching experience, only the Chinese version of the required teaching design. There are shortcomings in the paper, I hope the future research will be corrected and remedied.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55
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