初中地理课堂小组合作学习调查研究

发布时间：2018-01-04 23:28

本文关键词：初中地理课堂小组合作学习调查研究　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新课程改革中关于合作学习、自主学习和探究学习的提出,使得合作学习逐渐得到重视。小组合作学习旨在引导学生在共同完成任务的过程中体会学习的乐趣,最终实现目标。随着合作学习在教学过程中的应用和实践,有关合作学习的理论、方法都得到了不断的提升和完善。众多研究人员在这方面进行了许多有益的探索,从中可以感受到,合作学习在调动学生学习的积极主动性,学生的合作意识以及对地理基本理念的理解能力等方面的培养同样起到了非常重要的作用。初中阶段正是学生系统的接触和学习地理知识的初期,学习方法的掌握以及合作意识的养成等尤为重要。因此,笔者希望通过本次研究了解初中阶段地理课堂小组合作学习现状,并结合笔者自身的教学实践经历,尝试探讨了初中阶段地理课堂开展小组合作学习的具体实践策略,以供参考借鉴。本研究首先在基础教育课程改革的大背景下,充分体现地理学科的特点和优势,以建构主义理论、学习共同体理论、马斯洛的需要层次理论、最近发展区理论等理论为指导,整理借鉴国内外优秀研究成果为前提。在此基础上,从合作学习的基本要素,合作学习的基本方法,课堂小组合作学习的组织实施方面入手,充分和深入的理解合作学习的相关理论。其次,结合笔者的教学实践经历,运用问卷调查法、访谈调查法、课堂观察法,选取西安市高新一中初中校区的452名学生和9名任课教师作为调查对象进行了调查。学生问卷调查从合作学习态度、合作意识、合作技能、合作组织、合作调控、合作评价等6个方面进行调查。通过问卷整理和分析,结果显示：学生在合作学习中存在缺乏合作技巧；对任务分工不够明确；合作技能培养单一化；小组合作中缺乏主动学习和思考等问题。教师访谈调查从教师对合作学习的一般态度、教师合作学习的组织实施、课下教师同事之间的合作情况等方面进行调查。从中发现：教师在合作学习内涵的把握；合作学习的真正落实；教师角色定位；合作学习的评价手段等方面还存在不足。通过深入课堂,观察合作学习组织开展全过程,发现合作学习在课堂实施方面存在合作学习活动开展规则不明确；评价形式单一等问题。最后,在理论指导和实践调查的基础上,结合初中地理课堂合作学习存在的问题,初步为学生、教师、学校、家长提出相应对策。(1)学生方面：加强地理合作学习中的自我监控；同学之间建立多层次合作；重视自身合作技能培养的多样性；明确角色分工。(2)教师方面：保证分组方式的有效性；明确教师角色；选择恰当的小组合作学习主题；把握最佳调控时机；建立完善的评价体系。(3)学校方面：完善教学评价体系,注重过程性评价；合作的方式从课堂拓展到整个学校。(4)家长方面：鼓励子女合作交流,注重孩子团队意识的培养；加强与学校的沟通交流。本文的创新之处在于：第一,笔者从多个维度出发对学生和教师关于合作学习的开展进行调查研究；第二,针对初中学段地理学科课堂合作学习的问题提出完善对策。
[Abstract]:On Cooperative Learning in the new curriculum reform, autonomous learning and inquiry learning, cooperative learning has gradually get attention. Cooperative learning aims to guide students to experience the fun of learning in the process to complete the task, to achieve the ultimate goal. With the application of cooperative learning and practice in the teaching process, the cooperative learning theory, method have been continuously improved and perfected. Many researchers have done a lot of beneficial exploration in this aspect, we can feel the enthusiasm of cooperative learning on students' learning initiative, cultivate students' cooperative consciousness and the basic concept of Geographical Understanding etc. also plays a very important role. The junior middle school stage is the students contact and learn geography early, particularly important learning methods of the master and the cooperation consciousness. Therefore, the author To understand the middle school geography classroom cooperative learning situation through the research, and combining with the teaching practice of the author's own experience, attempts to explore the practical strategies for carrying out the cooperative learning of Geography in junior high school, in order to offer a reference. In this paper, the background of the basic education curriculum reform, fully embodies the characteristics and advantages of geography, with the theory of constructivism, learning community theory, Maslow's hierarchy of needs theory, the zone of proximal development theory as the guide, organize some research achievements at home and abroad as the premise. On this basis, from the basic elements of cooperative learning, the basic methods of cooperative learning, cooperative learning classroom organization and implementation aspects well, and a deeper understanding of cooperative learning theory. Secondly, based on the author's teaching practice experience, using the method of questionnaire survey, interview survey, The classroom observation method, selection of junior high school in Xi'an, a high-tech campus of 452 students and 9 teachers as subjects investigated. Questionnaire survey of students from learning attitude, cooperation consciousness, cooperation skills, cooperation, cooperation control, 6 aspects of cooperation in the investigation and evaluation. Through the collation and analysis, questionnaire the results show that students lack cooperative skills in cooperative learning; the division of tasks is not clear enough; single culture skills; team cooperation in the lack of active learning and thinking problems. The teacher interviews from teachers' general attitude toward cooperative learning, teachers' organization and implementation of cooperative learning between teachers, colleagues class cooperation etc. carries on the investigation. It is found that teachers in the grasp of the connotation of cooperative learning; implement cooperative learning; teachers' role; cooperative learning evaluation means. There are still insufficient. Through in-depth classroom observation, cooperative learning organization to carry out the whole process, found that the implementation of cooperative learning are cooperative learning activities in the classroom rules are not clear; the evaluation form is single and so on. Finally, based on theoretical guidance and practical investigation, combined with the cooperation of Junior high school geography classroom learning problems, primarily for students teachers, parents, school, put forward the corresponding countermeasures. (1) students: self monitoring to strengthen the cooperative learning in geography; the establishment of a multi-level cooperation between students; diversity the importance of their cooperation skills training; clear division of roles. (2) Teachers: ensure the effectiveness of the group; clear the role of teachers; selection appropriate cooperative learning theme; grasp the best time to control; establish and improve the evaluation system. (3) the school: to improve the teaching evaluation system, evaluation process of injection The way of cooperation; from the classroom to expand to the entire school. (4): parents encourage their children to pay attention to the cultivation of children cooperation and team consciousness; strengthen exchanges and communication. The school innovation of this paper is: first, starting from the multiple dimensions of the investigation and Research on the students and teachers on the implementation of cooperative learning; second, for junior high school geography classroom cooperative learning problems put forward countermeasures to improve.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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