基于学生生命成长的地理能力课堂的构建研究

发布时间：2019-05-30 06:07

【摘要】：课堂是一个训练场,是师生共同成长的载体,承载着学生的知识、能力、情感和智慧,为学生展示生存、生命、生活状态提供了一个平台。就课堂教学改革的本质和方向而言,一切的课堂教学活动都是为了达成一个终极的目标——促进学生的能力发展和健康成长,最大程度的提升学生的生命质量。根据前人的研究和当前的国家教育政策,笔者尝试从基于学生生命成长的角度进行地理能力课堂的构建,希望能够在遵从学生生命成长规律的基础上突出能力立意,通过地理课堂培养学生的地理能力、学习能力、语言表达能力、合作能力、情感能力等,为学生的生命成长增智、导航、奠基、助力。教育与教学从根本上说是一个生命问题。而人类的教育日的说到底是要通过各种教育手段使人习得或拥有某种能力进而提升人类的生命质量。所以,只有以生命成长为出发点对学生进行能力培养,才能让学生发掘自身的生命潜能、实现自我的生命价值和人生理想。本研究采用文献法、问卷调查法、案例分析法,从生命成长和能力培养两个大的方面结合相关案例进行论述,期望探索出一种行之有效的主线课堂教学方法,然后在这条主线上不断发掘、伸展、创新出符合时代的利于学生全面健康发展的课堂教学方法。文章共分七部分：第一部分为绪论,阐述了本文的选题背景、研究意义、国内外研究现状和创新点。第二部分是核心概念的界定和理论基础。明确了生命成长、地理能力课堂、关怀教育和素质教育的概念。以关怀教育理论、素质教育理论和人本主义思想三种理论作为基础,论证基于学生生命成长的地理能力课堂的构建的可行性。第三部分调查了当前地理课堂对学生生命成长关注程度和对学生能力培养的情况,对调查结果进行总结的同时做了原因分析。第四部分阐述了基于学生生命成长的地理能力课堂的优势。笔者通过亲身实践得出基于学生生命成长的地理能力课堂更有利于学生能力的全而发展、学生的生命价值得以体现并且于无形中润泽了学生的生命,造福学生、造福社会。第五部分闸述了实施基于学生生命成长的地理能力课堂过程中三条原则,分别为尊重全体学生的原则、信任学生的原则、评价科学化的原则。课堂教学中,只有把重点放在学生身上,以学生的生命成长为基点,认清学生的主体性地位才能更好的服务于学生、培养学生第六部分为本文的核心内容,先阐述了地理能力课堂能力体系的构成,然后又根据能力体系的构成和调查结果中的问题提出了基于学生生命成长的地理能力课堂的构建策略。从地图使用能力的培养、地理信息加工能力的培养、地理实践能力的培养、地理思维能力的培养四个方面阐述地理课堂上对学生地理学科能力的培养,为学生的生命成长增添智慧。根据不同的地理教学内容,合理选择不同教学方法,同时重视地理学习方法的选择运用和交流。为学生提供前进的动力和契机,进而达到培养学生的学习能力的口的,让科学合理的学习方法为学生的成长引领方向。通过有意识的规范地理语言的使用培养锻炼学生的语言表达能力。通过在地理课堂上创设利于师生问交流合作的情境,为学生个体生命更好的成长以及融入集体奠定基础。通过地理课堂上的观察、交流发现学生的情感问题,及时直接或间接的予以疏导和引导,培养学生具备能够适应当代社会的情感能力,为生命成长助力。第七部分整理了本文的研究结论,反省了本文研究的不足之处,提出了对未来研究的展望。
[Abstract]:The classroom is a training field, which is a carrier for teachers and students to grow together, which carries the knowledge, the ability, the emotion and the wisdom of the students, and provides a platform for students to show their existence, life and life. In terms of the essence and direction of the classroom teaching reform, all the classroom teaching activities are to achieve the ultimate goal _ to promote the students' ability to develop and to grow up healthily and to maximize the quality of life of the students. Based on the previous research and the current national education policy, the author tries to build the geography ability class from the angle of the student's life growth, and it is hoped that the ability of the students can be emphasized on the basis of the law of the student's life, and the geography ability of the students can be cultivated through the geography class. Learning ability, language expression ability, cooperation ability, emotional ability, etc., to develop intelligence, navigation, foundation and power for students' life. Education and teaching are basically a question of life. And the human's day of education is to make people study or possess some kind of ability through various means of education to improve the quality of human life. Therefore, only with the growth of life as the starting point, the students can develop the ability, so that the students can discover their own life potential, and realize the life value and the life ideal of the self. In this study, the literature method, the questionnaire method and the case analysis method are adopted to discuss the two large aspects of the life growth and the ability to train the relevant cases, and it is expected to explore an effective method of the main line teaching, and then to find out and stretch on the main line. The classroom teaching method which is in conformity with the times and is beneficial to the comprehensive health development of the students is developed. The article is divided into seven parts: the first part is the introduction, the background, the research significance, the domestic and foreign research status and the innovation point are set forth. The second part is the definition and the theoretical basis of the core concept. The concept of life growth, geography ability class, care education and quality education is defined. Based on the three theories of caring education, quality-oriented education and humanism, it is proved that the construction of the geography ability class based on the student's life growth is feasible. The third part is to investigate the degree of attention of the current geography class to the student's life and to develop the students' ability, and to make a summary of the results of the survey. The fourth part expounds the advantages of the geography ability class based on the student's life growth. By hands-on practice, the author draws a conclusion that the student's life value can be reflected and the student's life is improved and the students benefit the society. In the fifth part, the principle of implementing the principle of all the students, the principle of the students and the scientific principle of the evaluation of the principle of the students in the course of the teaching of the geography ability based on the growth of the students' life are described in the fifth part. In the classroom teaching, only the focus is put on the students, the student's life growth is the base point, the student's subjectivity can be better served in the students, the sixth part of the students is divided into the core content of this article, the composition of the ability system of the geography ability class is explained first, Then, based on the composition of the capacity system and the problems in the survey, the paper puts forward the construction strategy of the geography ability class based on the student's life growth. From the cultivation of the ability of the use of the map, the cultivation of the processing capacity of the geographic information, the cultivation of the ability of the geographical practice, the cultivation of the geographical thinking ability, the cultivation of the ability of the students' geography in the geography class is described in four aspects, and the wisdom of the students' life is added. According to different geography teaching contents, different teaching methods are reasonably selected, and the selection and application and communication of the geography learning method are also paid attention to. To provide the students with the driving force and the opportunity, so as to achieve the opening of the learning ability of the students, so that the scientific and reasonable learning method can lead the students to grow and guide the direction. Training the language expression ability of the students through the use of the conscious and standardized geographical language. Through the creation of the situation which is conducive to the communication and cooperation between the teachers and the students in the geography class, the foundation for the better growth of the individual's life and the integration of the collective is provided. Through the observation in the geography classroom, the exchange discovers the student's emotional problems, timely and directly or indirectly, and guides the students to have the emotional ability to adapt to the contemporary society and boost the growth of the life. The seventh part has finished the research conclusion of this paper, reflect on the shortcomings of the research in this paper, and put forward the prospect of the future research.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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