农村高中生地理学习情感教学研究

发布时间：2018-04-08 13:19

本文选题：农村中学　切入点：高中地理　出处：《南京师范大学》2015年硕士论文

【摘要】：现代教育心理学认为,在教学过程中师生之间的认知信息与情感信息的交互是并存的,学生学习情感的激发与认知的生成是互为因果的,所以学生的学习情感体验是教学活动中的不可忽视的因素。在高中地理课程标准中,也将情感态度价值观确定为三维教学目标中的一维。目前在农村中学,学生的学习成绩一直都是农村学校和教师工作的焦点,而学生的情感发展往往就被农村学校和教师所忽略。农村高中学生整天忙于学习,囿于校园之内,情感需求得不到满足。在农村非重点高中学生中,厌学现象非常普遍,所以对学生学习情感的培养迫在眉睫。本文通过对丹徒高级中学高二、高三年级地理选修班296名高中学生进行地理学习情感问卷调查,从地理学习兴趣、地理学习态度、地理学习动机和自信心、地理学习过程中学生之间的合作意识、师生关系等地理学习情感的各因素进行调查,并结合实际,对农村高中生地理学习情感现状及其成因进行了分析。发现农村高中生地理学习情感现状主要表现为以下六个方面：1、缺乏学习地理的兴趣；2、地理学习态度不够端正；3、缺乏地理学习的自信心,学习意志力不强：4、在地理学习过程中,同学间合作能力薄弱；5、师生交流不太密切。针对农村高中生地理学习情感现状,作为一个农村非重点高中从教多年的地理教师,在对情感教学理论学习和研究的基础上,结合自己的实际教学经验,探讨了在农村高中实施情感教学的方法及构建其策略体系：以乡土地理教学为载体,积极建构学生与地理学科之间,学生与教师之间,学生与学生之间的地理学习情感教学模式,并通过评价来强化学生生成的积极的地理学习情感的稳定。此外,结合自己教学经验与农村高中地理的教学实际进行实证研究。将任教的丹徒高级中学2015届高三(14)班的学生作为实验班级,高三(15)班作为对比班,两个班均为理科平行班。经过为期半学期的实验研究后,通过问卷调查和数据分析对比发现：对农村高中生学生实施地理情感教学能有效地提高教学效率；在地理教学中关注情感,有利于培养学生积极的学习态度,提高学习兴趣；情感教学有利于师生之间、生生之间互动和谐,有利于构建良好的师生关系、生生关系,从而培养学生的合群性,提高学生的个人素养。依据实验结果,在农村非重点高中地理教学中进行地理情感教学的策略方面提出了一些建议。这些建议对于促进农村非重点高中学生全面发展及农村地理教育的可持续发展方面起到抛砖引玉的作用。
[Abstract]:Modern educational psychology holds that the interaction of cognitive information and emotional information between teachers and students coexist in the process of teaching, and that the stimulation of students' learning emotion and the generation of cognition are mutually causal.Therefore, students' learning emotional experience is a factor that can not be ignored in teaching activities.In high school geography curriculum standards, emotional attitude and values are also defined as one dimension of three-dimensional teaching objectives.At present, in rural middle schools, students' academic achievement is always the focus of rural schools and teachers' work, and students' emotional development is often ignored by rural schools and teachers.Rural high school students busy studying all day, confined to campus, emotional needs can not be met.In rural non-key high school students, the phenomenon of weariness is very common, so it is urgent to cultivate students' learning emotion.In this paper, 296 senior high school students in Grade 2 and Grade 3 of Dantuo High School were investigated with a questionnaire of geography learning emotion, which included geography learning interest, geography learning attitude, geography learning motivation and self-confidence.In the process of geography learning, the students' consciousness of cooperation, the relationship between teachers and students, and other factors of geography learning emotion are investigated, and the present situation and causes of geography learning emotion of rural high school students are analyzed in combination with the practice.It is found that the present situation of geography learning emotion of rural senior high school students mainly shows the following six aspects: 1, lack of interest in geography learning, lack of correct attitude towards geography learning, lack of self-confidence in geography learning, lack of learning willpower: 4. In the process of geography study,The ability of cooperation between students is weak and the communication between teachers and students is not very close.In view of the current situation of geography learning of rural high school students, as a geography teacher who has been teaching in rural non-key high school for many years, on the basis of studying and studying the theory of emotion teaching, combined with his own practical teaching experience,This paper probes into the methods of implementing affective teaching in rural senior high schools and constructs its strategic system: take the local geography teaching as the carrier, actively construct the relationship between students and geography subjects, between students and teachers, and between students and teachers.The teaching mode of geography learning emotion between students and students, and the stability of positive geography learning emotion generated by students is strengthened by evaluation.In addition, combined with their own teaching experience and rural senior high school geography teaching practice for empirical research.The class of Dantun Senior High School, Grade 2015, Grade 14) will be the experimental class, and the Grade 3, Grade 15) will be the contrast class, both of which are parallel classes in Science.After half a semester of experimental research, through questionnaire survey and data analysis and comparison, it is found that the implementation of geography emotion teaching in rural senior high school students can effectively improve the teaching efficiency, pay attention to emotion in geography teaching,It is beneficial to cultivate students' positive learning attitude and improve their interest in learning, and emotional teaching is beneficial to the interaction and harmony between teachers and students, to the construction of good teacher-student relationship, to the relationship between students and students, and thus to the cultivation of students' rapprochement.Improve the students' personal accomplishment.According to the experimental results, some suggestions are put forward on the strategy of geography emotion teaching in non-key high school geography teaching in rural areas.These suggestions play an important role in promoting the overall development of rural non-key high school students and the sustainable development of rural geography education.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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