中學地理教師說課能力現(xiàn)狀與發(fā)展對策研究
發(fā)布時間：2018-08-06 21:47
【摘要】：說課是一項起源于我國發(fā)展于我國的教研活動,它對于推進新課程改革、促進教研教學質(zhì)量、提升教師專業(yè)能力具有重要意義。隨著教育改革的不斷推進,地理教學教研出現(xiàn)了很多新的形態(tài),地理說課活動作為一種相對成熟的教學研究活動,已在全國推廣開來了,遍及教學研究、職稱評定、招聘考核、教師技能比賽等許多方面。本論文依據(jù)說課的相關(guān)理論,建構(gòu)了地理說課能力的評價量表,在此基礎上對中學地理教師說課能力的現(xiàn)狀進行分析研究,總結(jié)了當前中學地理教師說課能力存在的問題與原因,最后提出了促進地理說課能力發(fā)展的策略。本文的結(jié)構(gòu)主要由六部分組成：第一部分：前言。本部分內(nèi)容主要論及本論文的研究背景和研究意義,概述了國內(nèi)外相關(guān)說課及地理說課的研究現(xiàn)狀和研究成果,并簡要說明了本論文的研究目的和內(nèi)容、研究的基本思路和主要方法。第二部分：地理說課的相關(guān)概述。本部分主要對地理說課概念進行界定,闡述地理說課的理論基礎、原則、模式與內(nèi)容,并在參考前人研究成果的基礎上,提出了地理說課能力的衡量指標與評價量表。第三部分：對當前中學地理教師說課現(xiàn)狀的調(diào)查。本部分內(nèi)容依據(jù)地理說課能力評價量表,對地理教育三大雜志中的說課稿和網(wǎng)絡說課視頻進行觀察分析,發(fā)放問卷調(diào)查中學地理教師的說課情況,并做出數(shù)據(jù)分析,總結(jié)出當前中學地理教師的說課能力現(xiàn)狀。第四部分：中學地理教師說課能力現(xiàn)狀的評價與成因分析。本部分內(nèi)容總結(jié)了當前中學地理教師的說課能力情況,并依據(jù)現(xiàn)狀進行詳細的原因分析。第五部分：中學地理教師說課能力的提升策略及說課案例展示。本部分內(nèi)容主要針對當前中學地理教師說課能力存在的問題而提出改進策略,并基于上文提出的評價量表,展示高中地理必修1第二章第三節(jié)的說課稿。第六部分：結(jié)論與展望。本部分主要對本論文進行簡要的歸納總結(jié),進一步概括本論文的不足之處,對未來研究提出展望。
[Abstract]:Lesson saying is a kind of teaching and research activity originated from our country. It is of great significance to promote the new curriculum reform, promote the teaching quality of teaching and research, and enhance the teachers' professional ability. With the continuous promotion of educational reform, many new forms have emerged in geography teaching and research. As a relatively mature teaching and research activity, geography teaching and research activities have been popularized throughout the country, including teaching research, professional title evaluation, recruitment and assessment. Teacher skills competitions and so on. On the basis of the theory of saying lessons, this paper constructs the evaluation scale of geography ability of saying lessons, and then analyzes and studies the present situation of the ability of saying lessons of geography teachers in middle schools. This paper summarizes the existing problems and causes of the ability of saying lessons in middle school geography teachers, and finally puts forward the strategies to promote the development of the ability of saying lessons in geography. The structure of this paper consists of six parts: the first part: preface. This part mainly discusses the research background and significance of this thesis, summarizes the current situation and research results of the related lectures and geography lessons, and briefly explains the purpose and content of this paper. The basic ideas and main methods of the research. The second part: the geography theory lesson related summary. This part mainly defines the concept of geography lesson, expounds the theory foundation, principle, mode and content of geography theory lesson, and puts forward the measure index and evaluation scale of geography saying ability based on the previous research results. The third part: the investigation of the present situation of geography teachers in middle school. The content of this part is based on the evaluation scale of geography lesson saying ability, to observe and analyze the class saying draft and the network saying lesson video in the three major journals of geography education, to issue a questionnaire survey on the middle school geography teacher's class saying situation, and to make the data analysis. Summarize the current situation of middle school geography teacher's ability to say lessons. The fourth part: the evaluation and cause analysis of middle school geography teacher's teaching ability. This part summarizes the current middle school geography teacher's ability to say lessons, and analyzes the reasons in detail according to the present situation. The fifth part: the strategy of improving the ability of middle school geography teachers to say lessons and the demonstration of teaching cases. This part mainly aims at the existing problems of middle school geography teachers' ability to say lessons and puts forward some improvement strategies. Based on the evaluation scale put forward above, it shows the lecture notes of the second chapter and the third section of the required geography course in senior high school. The sixth part: conclusion and prospect. This part mainly summarizes this paper briefly, further generalizes the deficiency of this paper, and puts forward the prospect to the future research.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55
本文編號：2169086
[Abstract]:Lesson saying is a kind of teaching and research activity originated from our country. It is of great significance to promote the new curriculum reform, promote the teaching quality of teaching and research, and enhance the teachers' professional ability. With the continuous promotion of educational reform, many new forms have emerged in geography teaching and research. As a relatively mature teaching and research activity, geography teaching and research activities have been popularized throughout the country, including teaching research, professional title evaluation, recruitment and assessment. Teacher skills competitions and so on. On the basis of the theory of saying lessons, this paper constructs the evaluation scale of geography ability of saying lessons, and then analyzes and studies the present situation of the ability of saying lessons of geography teachers in middle schools. This paper summarizes the existing problems and causes of the ability of saying lessons in middle school geography teachers, and finally puts forward the strategies to promote the development of the ability of saying lessons in geography. The structure of this paper consists of six parts: the first part: preface. This part mainly discusses the research background and significance of this thesis, summarizes the current situation and research results of the related lectures and geography lessons, and briefly explains the purpose and content of this paper. The basic ideas and main methods of the research. The second part: the geography theory lesson related summary. This part mainly defines the concept of geography lesson, expounds the theory foundation, principle, mode and content of geography theory lesson, and puts forward the measure index and evaluation scale of geography saying ability based on the previous research results. The third part: the investigation of the present situation of geography teachers in middle school. The content of this part is based on the evaluation scale of geography lesson saying ability, to observe and analyze the class saying draft and the network saying lesson video in the three major journals of geography education, to issue a questionnaire survey on the middle school geography teacher's class saying situation, and to make the data analysis. Summarize the current situation of middle school geography teacher's ability to say lessons. The fourth part: the evaluation and cause analysis of middle school geography teacher's teaching ability. This part summarizes the current middle school geography teacher's ability to say lessons, and analyzes the reasons in detail according to the present situation. The fifth part: the strategy of improving the ability of middle school geography teachers to say lessons and the demonstration of teaching cases. This part mainly aims at the existing problems of middle school geography teachers' ability to say lessons and puts forward some improvement strategies. Based on the evaluation scale put forward above, it shows the lecture notes of the second chapter and the third section of the required geography course in senior high school. The sixth part: conclusion and prospect. This part mainly summarizes this paper briefly, further generalizes the deficiency of this paper, and puts forward the prospect to the future research.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55
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