本文選題：觀課 + 區(qū)域地理��； 參考：《內(nèi)蒙古師范大學(xué)》2015年碩士論文

【摘要】：新一輪地理課程改革不斷地深入,時代對于地理教師的專業(yè)素養(yǎng)以及對學(xué)生地理綜合能力的培養(yǎng)提出了新要求。本文研究起點是基于地理課堂實錄,現(xiàn)狀調(diào)查的數(shù)據(jù)來自于課堂。研究目的在于通過一手觀課資料分析出地理教師在課堂中應(yīng)用地理教學(xué)策略的主要過程及主要特征,找出其成因,并相應(yīng)提出的針對性的優(yōu)化建議對一線地理教師具有一定參考價值,有助于地理教師在地理課堂中更好地應(yīng)用地理教學(xué)策略,以構(gòu)建高效地理課堂。本文主要運用觀察法、調(diào)查法、綜合分析法等研究方法,教學(xué)理論與實地觀課相結(jié)合,研究視角包括教師、學(xué)生兩個角度,以A老師及其所在班級高二(A)班、高二(B)班全體學(xué)生作為調(diào)查對象。本文研究基礎(chǔ)數(shù)據(jù)有兩個來源:其一,學(xué)生問卷調(diào)查結(jié)果分析;其二,聽課記錄以及對其課堂觀摩實錄視頻的分析。本文從引言到結(jié)論,基本遵循了提出問題——收集信息和整理信息——解決問題的研究思路,得到的結(jié)論如下:通過整理、分析客觀反映其主要教學(xué)過程的四個觀課表格以及問卷調(diào)查結(jié)果展示及分析來進行對A老師區(qū)域地理課堂教學(xué)策略應(yīng)用主要特征進行分析:(1)A老師區(qū)域地理課堂當中學(xué)生參與度情況展示;(2)A老師區(qū)域地理課堂當中教學(xué)行為展示;(3)A老師區(qū)域地理課堂當中教學(xué)策略應(yīng)用;(4)A老師區(qū)域地理課堂當中教學(xué)三維目標實施效度。A老師在區(qū)域地理課堂中教學(xué)策略應(yīng)用形成的五個主要特征如下所示:1.教師授課方式以講授為主,學(xué)案輔助教學(xué);2.教師授課風(fēng)格較為傳統(tǒng),創(chuàng)新性的教學(xué)策略應(yīng)用少;3.教師應(yīng)用教學(xué)策略以概述性為主,教學(xué)策略效能受到影響;4.教師在教學(xué)策略實施過程中完全處于主導(dǎo)地位,學(xué)生的主體地位難以體現(xiàn);5.教師的教學(xué)策略實施中注重知識與技能的達標,忽略了過程與方法和情感態(tài)度價值觀。A老師在區(qū)域地理課堂當中應(yīng)用的五個地理教學(xué)策略包括:1.區(qū)域地理圖文轉(zhuǎn)化教學(xué)策略;2.區(qū)域地理生活積累教學(xué)策略;3.區(qū)域地理結(jié)合鄉(xiāng)土教學(xué)策略;4.區(qū)域地理結(jié)合史政教學(xué)策略;5.區(qū)域地理鏈接高考教學(xué)策略。改進A老師區(qū)域地理課堂教學(xué)策略的幾點建議。從A老師自身情況出發(fā),從兩個視角提出了可行性建議。最后,對本文所取得的研究成果進行了總結(jié)性陳述。
[Abstract]:The new round of geography curriculum reform is deepening constantly, and the times put forward new requirements for geography teachers' professional accomplishment and the cultivation of students' comprehensive ability of geography. The starting point of this study is based on the geography classroom record, the data from the present situation survey comes from the classroom. The purpose of this study is to analyze the main process and characteristics of geography teachers' application of geography teaching strategies in the classroom, and to find out the cause of their formation. The corresponding optimization suggestions have a certain reference value for geography teachers, and help geography teachers better apply geography teaching strategies in geography classroom, in order to construct efficient geography classroom. This article mainly uses the observation method, the investigation method, the comprehensive analysis method and so on research method, the teaching theory and the field observation lesson unifies, the research angle includes the teacher, the student two angles, takes A teacher and their class grade two grade A) class. All the students in Grade 2 B) were investigated. There are two sources of the basic data in this paper: first, the analysis of the results of the questionnaire survey; second, the analysis of the listening records and the analysis of the video recorded in the classroom. From introduction to conclusion, this paper basically follows the research thinking of putting forward questions-collecting information and collating information-solving problems. The conclusions are as follows: through sorting out, This paper analyzes four class observation forms which objectively reflect its main teaching process and the results of questionnaire survey to analyze the main characteristics of teacher A's application of regional geography classroom teaching strategies in order to analyze the main characteristics of teacher A's regional geography classroom teaching. Application of Teaching Strategies in Regional Geography classroom of teacher / teacher The five main characteristics of the application of teaching strategies in geography classroom are as follows: 1. The teaching method of teachers is mainly teaching, and the teaching plan is auxiliary teaching. Teacher teaching style is more traditional, innovative teaching strategy application is less than 3. Teachers' application of teaching strategies is mainly about generalizations, and the effectiveness of teaching strategies is affected by 4. 4%. Teachers are totally in the leading position in the process of implementing teaching strategies, and the students' main position is difficult to embody. Teachers pay attention to meeting the standards of knowledge and skills in the implementation of teaching strategies and neglect the five geography teaching strategies used by teacher A in regional geography classroom including: 1. Teaching Strategy of Regional Geography Graphics and text Transformation 2. The teaching strategy of regional geography life accumulation is 3. Regional geography combined with local teaching strategy 4. The teaching strategy of combining regional geography with history and politics. Regional geographical link college entrance examination teaching strategy. Some suggestions on improving A teacher's Regional Geography Teaching Strategy. From the A teacher's own situation, from two angles of view put forward the feasibility of the proposal. Finally, the research results obtained in this paper are summarized.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.55

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本文編號：1963513