高中地理教学中支架式教学模式的应用研究

发布时间：2018-08-08 14:09

【摘要】：进入21世纪以来,我国对现有的教育进行了一系列变革,教学模式的改革越来越受到关注。有学者调查研究发现,在当前教学中,教师授课方式呆板,不能够充分调动学生学习的兴趣,课堂气氛较为沉闷,学生被动接受知识,学习地理知识的兴趣不高,不能够积极参与课堂互动。如何才能真正做到让学生主动学习、学会学习,如何帮助学生解决意义建构中所遇到的困难,转变当前教学模式极其重要。支架式教学模式,作为建构主义理论支持下发展较完善的教学模式,坚持学生是学习的主人,具有广泛的适应性,对于教育模式的变革以及学生学习方式的变革有着巨大的影响。在高中地理教学中应用该种教学模式势在必行。通过对相关文献的总结,笔者对研究该种教学模式的意义进行了分析,确定了本文的研究起点。在总结已有相关理论的基础上,通过文献法、问卷法、实验法等研究了以下三个问题:支架式教学在实际学校教育中的实施状况如何;在教学过程中,其优势在哪里;教师和学生又会遇到哪些障碍。通过调查发现:(1)该校多数教师针对支架式教学的认识不足,虽日常教学中多有体现,但理解还不算透彻。(2)在中学阶段大多数学生对地理的兴趣不高,学习的主动性不够,较少的参与课堂教学互动,同时也不认同地理教师的授课方式,对其它的授课方式有所期待。因此,在所在校尝试该种教学模式的应用、实践是必要的。在现状研究的基础上,笔者通过上述三个问题进行了实验研究,实验后通过对两班学业成绩的比较分析、两班代表进行访谈以及在上课过程中进行观察,得出该种教学模式在地理教学中的应用效果,并深入研究支架式教学模式的优缺点及应该注意的问题。实验研究表明:(1)支架式教学模式充分研究了学生的已有发展和潜在发展水平,准确把握了教学目标,提高了学生对地理课的兴趣,学习的自主性得到了提升,使他们具备了一定的独立探究能力,可以不在教师的帮助下进行问题的探索与解决。(2)支架式教学模式对于教师的工作有较大影响。搭建支架,分解教学内容,有助于教师提高备课的效率,能有效避免教师照本宣科的现象;支架式教学模式也要求教师具有一定的组织协调能力及对课堂秩序控制的能力(3)支架式教学模式在微观方面对学生也起到了一定的影响。通过一些支架的搭建,使得学生对一些容易忽略或混淆的知识点加深了理解;贴近学生生活实际的支架也使得学生在跨越地理学习障碍时降低了难度;对学习比较困难的学生来说,可以有效提高他们学习地理的兴趣。文章在最后提出了本文的创新之处:第一,扩展和完善了在高中地理教学中对支架式教学模式的应用研究;第二,在实验研究的基础上,提出了具有可操作性的支架式教学模式在地理教学中的应用建议。
[Abstract]:Since entering the 21st century, our country has carried on a series of reforms to the existing education, and the reform of teaching mode has been paid more and more attention. Some scholars have found that in the current teaching, the teaching method is rigid, which can not fully arouse the students' interest in learning, the classroom atmosphere is rather dull, the students passively accept knowledge, and the interest in learning geography knowledge is not high. Can not actively participate in classroom interaction. It is very important to change the current teaching mode how to make students study actively and learn how to help students solve the difficulties encountered in the construction of meaning. As a more perfect teaching mode supported by constructivism theory, the scaffolding teaching mode insists that students are the master of learning and have extensive adaptability. It has a great influence on the reform of educational model and students' learning style. It is imperative to apply this teaching model in high school geography teaching. By summarizing the relevant literature, the author analyzes the significance of studying this teaching model and determines the starting point of this paper. On the basis of summarizing the relevant theories, this paper studies the following three problems through literature method, questionnaire method and experimental method: how to implement scaffolding teaching in actual school education, where is its advantage in teaching process? What obstacles will teachers and students encounter? Through the investigation, we found that: (1) most teachers in this school have insufficient understanding of scaffolding teaching, although most of them are embodied in daily teaching, but their understanding is not thorough. (2) in the middle school stage, most students' interest in geography is not high, and their learning initiative is not enough. Less participation in classroom teaching interaction, at the same time do not agree with geography teachers teaching methods, expect other teaching methods. Therefore, it is necessary to try the application of this teaching mode in the school. On the basis of the present research, the author carries on the experimental research through the above three questions, after the experiment through the comparative analysis to the two classes academic achievement, two class representatives carry on the interview as well as in the class process carries on the observation, The application effect of this kind of teaching model in geography teaching is obtained, and the merits and demerits of the scaffold teaching model and the problems that should be paid attention to are studied. The experimental results show that: (1) the scaffolding teaching model has fully studied the existing and potential development level of students, accurately grasped the teaching objectives, increased the students' interest in geography courses, and improved their autonomy in learning. So that they have a certain independent ability to explore and solve problems without the help of teachers. (2) the scaffolding teaching model has a great impact on the work of teachers. It is helpful for teachers to improve the efficiency of preparing lessons and to avoid the phenomenon of teachers' teaching according to their books by setting up the scaffold and decomposing the teaching contents. The scaffolding teaching mode also requires teachers to have the ability of organizing and coordinating and the ability to control the classroom order. (3) the scaffolding teaching mode has a certain influence on the students in the micro aspect. Through the construction of some scaffolds, the students have a deeper understanding of the knowledge points that are easy to ignore or confuse, and the scaffolding close to the students' life conditions also makes it easier for the students to cross geographical learning barriers. For the more difficult students, can effectively enhance their interest in learning geography. In the end, the paper puts forward the innovation of this paper: first, it expands and perfects the research on the application of scaffolding teaching mode in senior high school geography teaching; second, on the basis of experimental research, The paper puts forward some practical suggestions on the application of scaffold teaching mode in geography teaching.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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