支架式教学模式在高中地理教学中的应用研究

发布时间：2019-02-24 17:20

【摘要】：支架式教学模式是一种新型的教与学有效进行互通交流的教学方式。“支架”原意是指工人在建筑工地借助辅助性的工具,例如“脚手架”来完成的一系列建筑工作。运用到教学模式中,支架就是教师辅助学生学习的一种“工具”——概念框架,而学生则利用此支架,使自己的认知从现有水平达到另一高度,进而从事更深层次的学习工作。支架式教学被教育界认为是“可最大化优化学习效果”的一种教学模式。本文在前人对于“支架式教学”的研究基础上,结合高中地理必修一,总结了支架的不同类型、支架的特点以及选取支架的原则。利用文献法、问卷调查法、访谈法、教学实践法等理论与实证相结合的方法进行应用研究,得出以下结论:一、通过支架式教学模式应用现状调查可知:支架式教学模式在当今教育体制改革中,运用得并不充分,没有发挥其实质作用。教师对于支架式教学的理解及实践并不透彻,不满足于传统的教学效果又没有系统、可行、高效的教学模式可供学习、借鉴;学生对地理学科兴趣浓度并不高,而是主要对结合生活实际的地理现象及用多媒体如Flash动画或视频演示的教学内容感到有较大兴趣及好奇心。二、运用支架式教学模式进行教学设计,以概念知识与原理推理两种课型为例,在高中具体班级进行地理教学实验,研究可知:从实验效果检测来看,教师及学生的反馈、实验前后数据的对比,都足以证明支架式教学模式的优势,在高中地理教学中推行运用支架式教学是可取的。三、支架式教学模式符合当前国家教育体制改革的要求,实现了以“教师为主体”向“学生为主体”转变的教学理念;实现了以“教师教、学生听”向教学有效互动转变的课程设置;实现了把握学生已有发展水平的教学基础;实现了精准分解教学任务、提高教学有效性的教学效果。四、支架式教学模式充分体现了教师的主导、指引、协助的教学角色定位,给教师教学工作提出新的挑战;同时,充分挖掘学生潜能,提高学生学习积极性、主动性以及求知欲;有效提高学生独立探索、协作学习和解决问题的能力。
[Abstract]:The scaffold teaching mode is a new teaching method for teaching and learning to communicate effectively. The term "scaffold" is intended to refer to a series of construction work performed by a worker at a construction site by means of auxiliary tools, such as scaffolding. Applying to the teaching mode, the scaffold is a kind of "tool", the conceptual framework, which is used by teachers to assist students in learning, and the students use this scaffold to make their cognition reach another level from the present level, and then engage in further study work at a deeper level. Scaffolding teaching is regarded by educational circles as a teaching mode which can maximize and optimize the effect of learning. On the basis of previous researches on "scaffold teaching", combined with geography compulsory one in senior high school, this paper summarizes the different types of scaffolds, the characteristics of scaffolds and the principles of selecting scaffolds. By using the methods of literature, questionnaire, interview, teaching practice and so on, the author makes an application study, and draws the following conclusions: 1. Through the investigation of the current situation of the application of the scaffolding teaching model, it can be seen that the scaffolding teaching mode is not fully used in the reform of the educational system and has not played its essential role. Teachers' understanding and practice of scaffolding teaching is not thorough, not satisfied with the traditional teaching results and no system, feasible, efficient teaching model for learning, learn from; The students' interest in geography is not high, but they are interested and curious about the geography phenomenon combined with the reality of life and the teaching content of multimedia such as Flash animation or video demonstration. Secondly, using the scaffolding teaching model to design the teaching, taking conceptual knowledge and principle reasoning as an example, the geography teaching experiment is carried out in the concrete class of senior high school. The research shows that: from the test of experiment effect, the feedback of teachers and students, The comparison of the data before and after the experiment can prove the advantages of the scaffold teaching model, and it is advisable to carry out the scaffold teaching in senior high school geography teaching. Thirdly, the scaffolding teaching mode meets the requirements of the current national education system reform and realizes the transformation from "teacher as the main body" to "student as the main body". It has realized the course setting that "teacher teaches, students listen" to the effective interaction of teaching, realized the teaching foundation of grasping the students' existing level of development, realized the precise breakdown of teaching tasks and improved the teaching effect of teaching effectiveness. Fourthly, the scaffolding teaching mode fully reflects the teaching role orientation of teachers' leading, guiding and assisting, and puts forward new challenges to teachers' teaching work; At the same time, we should fully tap students' potential, improve students' enthusiasm, initiative and desire to learn, and effectively improve students' ability of independent exploration, cooperative learning and problem-solving.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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