本文選題：高三地理　切入點(diǎn)：復(fù)習(xí)課　出處：《陜西師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：時(shí)代的發(fā)展和轉(zhuǎn)變影響著教育的變革,知識(shí)經(jīng)濟(jì)時(shí)代的到來賦予高中地理教育新的任務(wù)和要求。新課程改革大力倡導(dǎo)素質(zhì)教育、創(chuàng)新教育、強(qiáng)調(diào)學(xué)生的主體性,注重學(xué)生探究意識(shí)的培養(yǎng)和實(shí)踐能力的提高。因此,新的課程理念要求學(xué)生掌握基本的地理知識(shí),探究地理問題,培養(yǎng)創(chuàng)新精神和創(chuàng)造能力,成為未來社會(huì)合格的公民。而這些要求的實(shí)現(xiàn),需要師生的共同努力,教學(xué)中,傳統(tǒng)的教學(xué)方法須進(jìn)一步改進(jìn),不能一味的向?qū)W生“灌輸”知識(shí),要啟發(fā)和引導(dǎo)學(xué)生,讓其主動(dòng)思考和解決問題,使地理教學(xué)更加有效。高三地理復(fù)習(xí)作為高中地理教育的一部分,也受到新理念的影響,但因受高考升學(xué)壓力,教學(xué)任務(wù)繁重,課時(shí)較少等因素的限制,課堂教學(xué)往往缺乏活力,教師全堂講解,學(xué)生被動(dòng)接受,新的理念難以真正實(shí)施。如何使高三地理復(fù)習(xí)課教學(xué)真正踐行新的課程理念,并實(shí)現(xiàn)有效教學(xué)是急需探究的問題。因此,對(duì)變式教學(xué)策略的研究可以為高三地理復(fù)習(xí)課的變式教學(xué)提供一定的理論指導(dǎo),進(jìn)而提高教學(xué)效率。本文運(yùn)用了問卷調(diào)查法、文獻(xiàn)內(nèi)容分析法、訪談法、實(shí)驗(yàn)研究法等研究方法。首先,梳理了有關(guān)變式教學(xué)和地理變式教學(xué)的相關(guān)文獻(xiàn),明確變式教學(xué)的國(guó)內(nèi)外研究現(xiàn)狀；界定了變式和變式教學(xué),策略與變式教學(xué)策略的概念；闡述了變式教學(xué)的五大理論基礎(chǔ)。其次,調(diào)查了新疆昌吉州二中高三學(xué)生的地理學(xué)習(xí)情況和教師實(shí)施變式教學(xué)的情況；分析了高三學(xué)生地理學(xué)習(xí)和教師使用變式教學(xué)的相關(guān)情況和存在問題,證明了變式教學(xué)策略研究的必要性。然后,結(jié)合自己的教學(xué)觀察和實(shí)踐,從地理復(fù)習(xí)的全面復(fù)習(xí)階段、專題復(fù)習(xí)階段和綜合訓(xùn)練點(diǎn)評(píng)階段這三個(gè)不同階段分別提出變式設(shè)計(jì)的策略,同時(shí)以案例的形式展示了策略的具體應(yīng)用。再次,提出了變式教學(xué)實(shí)施的六個(gè)原則。為了彌補(bǔ)知識(shí)點(diǎn)案例的不足,基于變式教學(xué)策略設(shè)計(jì)了整節(jié)課的教學(xué)設(shè)計(jì),為變式教學(xué)策略的實(shí)施提供借鑒。最后,通過教學(xué)實(shí)驗(yàn)對(duì)所提的變式設(shè)計(jì)策略進(jìn)行了效果評(píng)定,證明在復(fù)習(xí)課中采用恰當(dāng)?shù)淖兪讲呗杂欣谔岣邔W(xué)生的地理成績(jī)。其目的是為高三地理復(fù)習(xí)課的有效教學(xué)提供理論指導(dǎo),讓學(xué)生擺脫題海戰(zhàn)術(shù),變被動(dòng)學(xué)習(xí)為主動(dòng)思考,進(jìn)而提高解決問題的能力,實(shí)現(xiàn)有效備考。本文的研究結(jié)論如下：(1)變式教學(xué)具有夯實(shí)的理論基礎(chǔ),它的應(yīng)用符合新課程改革的理念。本文通過分析新課改背景下地理教學(xué)要求和任務(wù),變式教學(xué)的定義和特點(diǎn)以及教育基礎(chǔ)理論,明確了變式教學(xué)的實(shí)施不僅有基礎(chǔ)教育理論為支撐,而且也符合教學(xué)實(shí)踐的需要,踐行了新課改的理念。(2)高三地理復(fù)習(xí)課教學(xué)中,欠缺對(duì)學(xué)生主體性及思維能力的培養(yǎng),變式教學(xué)的應(yīng)用太過局限,變式的設(shè)計(jì)缺乏策略指導(dǎo),復(fù)習(xí)效率有待提高。本文以問卷調(diào)查和訪談的形式,了解了高三學(xué)生地理復(fù)習(xí)的現(xiàn)狀及真實(shí)需要以及教師對(duì)于變式教學(xué)的態(tài)度,進(jìn)一步證實(shí)了在高三地理復(fù)習(xí)課中應(yīng)用變式教學(xué)可以滿足復(fù)習(xí)需要,有利于激發(fā)學(xué)生學(xué)習(xí)興趣,培養(yǎng)其主體意識(shí),提高思維能力,實(shí)現(xiàn)更有效的高三備考。同時(shí),教師僅僅使用地圖的變式來幫助學(xué)生攻克地圖難關(guān),對(duì)變式教學(xué)這一方法的應(yīng)用太過局限,變式的設(shè)計(jì)缺乏策略的指導(dǎo)。(3)在高三地理復(fù)習(xí)的三大階段從不同角度構(gòu)建了變式設(shè)計(jì)和實(shí)施的策略,同時(shí)以案例的形式展示了策略的應(yīng)用。以第一階段為例,提出了內(nèi)涵與外延、共性與特性、演繹與歸納、對(duì)比與比較、思想與方法五大變式方法,同時(shí)在復(fù)習(xí)的第二、三階段也構(gòu)建了策略體系。針對(duì)每一個(gè)策略,設(shè)計(jì)了地理知識(shí)復(fù)習(xí)的具體案例,而且還以“冷熱不均引起大氣運(yùn)動(dòng)”這一節(jié)的復(fù)習(xí)為例,設(shè)計(jì)了教學(xué)過程,為策略的具體應(yīng)用提供了借鑒。(4)實(shí)驗(yàn)研究證明了變式教學(xué)策略的實(shí)施可以提高學(xué)生的地理成績(jī),提高復(fù)習(xí)的效率。本文通過分析教學(xué)過程中的課堂檢測(cè)和模擬考試的成績(jī),發(fā)現(xiàn)教學(xué)實(shí)驗(yàn)后實(shí)驗(yàn)班的成績(jī)大大高于對(duì)照班,這表明變式教學(xué)策略的應(yīng)用有利于提升學(xué)生分析和解決地理問題的能力。同時(shí),高三地理教學(xué)中變式策略的采用和教學(xué)的開展需有針對(duì)性和差異性。復(fù)習(xí)中,依據(jù)不同的學(xué)情和學(xué)習(xí)內(nèi)容,采取相應(yīng)的策略,不能陷入“一切皆變”的誤區(qū)。
[Abstract]:The development of the times and the change affects the education reform, the era of knowledge economy gives the tasks and requirements of high school geography education. The new curriculum reform advocate quality education, innovation education, emphasize the subjectivity of the students, pay attention to the students to explore and practice of cultivating consciousness ability. Therefore, the concept of the new curriculum requirements of students to master the basic knowledge of geography, to explore geographic issues, cultivate the innovative spirit and creative ability, to become citizens of the future society and qualified. The implementation of these requirements, need the joint efforts of teachers and students, teaching, need to further improve the traditional method of teaching, not blindly to the students "indoctrination" knowledge, to inspire and guide students and let the initiative to think and solve problems, make geography teaching more effective. High school geography review as part of a high school geography education, also affected by the new concept, but due to the college entrance examination The pressure, the heavy task of teaching, less class time and other factors, often lack of classroom teaching activity, teachers explain the whole church, students passively accept new ideas, it is difficult to truly implement. How to make the geography review teaching practice of the new curriculum ideas, and to achieve effective teaching is the urgent need to explore the issue. Therefore, the research on variable teaching strategies can provide some theoretical guidance for variant geography review class teaching, and improve teaching efficiency. This paper uses the method of questionnaire investigation, literature analysis method, interview method, experimental research method research method. Firstly, the related literatures about teaching and geography teaching. Research status of clear variable type teaching at home and abroad; and defines the variable type teaching concept, strategy and teaching strategy; expounds five basic theory teaching. Second, a new survey The change of teaching implementation of geography learning situation and teacher Xinjiang Changji senior high school students; analyzes the problems associated with the use of the situation teaching and students learning geography and teachers, prove the necessity of teaching strategy. Then, combining the teaching observation and practice, from the comprehensive review of geography the review stage, put forward design strategy of the three different stages of project review stage and comprehensive training review stage respectively, and shows the specific application strategies in the form of case. Thirdly, put forward six principles of teaching implementation. In order to make up for lack of knowledge of the case, based on the teaching strategy design the teaching design of the whole class, to provide reference for the implementation of teaching strategies. Finally, through the teaching experiment of variant design strategy proposed for the effect evaluation, in the course of studying proof The variable type strategy appropriate to improve the students' Geography achievement. Its purpose is to provide theoretical guidance for the effective teaching of geography review lesson, let students get rid of the sea tactical, change from passive learning to active thinking, and improve the ability to solve problems, to achieve effective pro. The conclusions are as follows: (1) theory the basic teaching is solid, its application in accordance with the concept of the new curriculum reform. This paper through the analysis under the background of geography teaching requirements and the task of the new curriculum, teaching the definition and characteristics of the basic theory of education, the implementation of teaching not only has basic education theory, but also meet the needs of teaching in practice, the practice of the new curriculum ideas. (2) geography review teaching, to cultivate students' subjectivity and lack of thinking ability, application of teaching is too limited, variant design. The lack of strategic guidance, review efficiency needs to be improved. Based on the questionnaires and interviews to understand the status of geography review and the real needs of teachers and students in teaching attitude, further confirmed the application of variable type teaching can meet the need to review in the geography review lesson, stimulate students interest in learning, training the subject consciousness, improve thinking ability, to achieve a more effective middle school preparation. At the same time, the variant teachers just use the map to help students overcome the difficulties on the map, the application of teaching this method is too limited, the lack of design strategies. (3) in the three stage of geography review the construction of the variant design and implementation of the strategy from different angles, and shows the strategy used in the form of case. In the first stage as an example, presents the connotation and denotation of commonness and characteristics, and interpretation Induction, contrast and comparison, the ideas and methods of the five variant methods, but also to build a system of strategies in the second, third stage review. For each strategy, design a specific case review of geographical knowledge, but also to "Lengrebujun caused by air movement" in this section of the review as an example, the design of teaching the process, which provides the reference for specific application strategies (4) experimental research proved that the implementation of teaching strategies can improve students' Geography achievement, improve the review efficiency. Through the analysis of classroom teaching in the process of testing and simulation test results, found that after the experiment the scores of the experimental class is much higher than that of the control class. This shows that the application of teaching strategies to enhance students' ability to analyze and solve geographic problems. At the same time, the variation strategy and teaching high school geography teaching in the development of targeted and complex differences. In the course of study, we can not fall into the misunderstandings of "all changes" according to different learning and learning content and adopt corresponding strategies.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.55

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6 冀艷華;疊合式形容詞變式的語義及語用功能研究[D];渤海大學(xué);2015年

7 李曉慶;數(shù)學(xué)變式問題解決的調(diào)查研究[D];華中師范大學(xué);2015年

8 張冬雪;初中幾何變式教學(xué)研究[D];魯東大學(xué);2016年

9 劉春梅;變式教學(xué)在高中數(shù)學(xué)概念教學(xué)中的應(yīng)用研究[D];新疆師范大學(xué);2016年

10 李麗泉;變式教學(xué)在高中數(shù)學(xué)教學(xué)中的有效性研究[D];湖南師范大學(xué);2016年

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