情境教学法在初中生地理情感培养中的运用研究

发布时间：2018-12-18 14:10

【摘要】：新课改将课程目标明确界定为三个维度:知识与技能、过程与方法、情感态度与价值观,其中情感态度与价值观重在塑造学生的人格,是课程的终极性目标。《义务教育地理课程标准(2011年版)》中对情感、态度、价值观有明确表述,其中“增强对地理事物和现象的好奇心,提高学习地理的兴趣以及对地理环境的审美情趣;关心家乡的环境与发展,关心我国的基本地理国情,增强热爱家乡、热爱祖国的情感”主要是对地理情感目标的表述。据《义务教育地理课程标准(2011年版)》修订的人教版义务教育教科书《地理》(共四册)以活泼、生活的语言风格和类型多样的图像创设了大量的情境,并充分体现了地理情感内容,表现出情境教学法对培养初中生地理情感的适用性。尽管在新课程改革背景下,地理情感态度价值观目标受到广泛重视,但情感目标的教学实践却发展缓慢,重知轻情的现象仍然普遍存在,在地理情感的教学实践中出现多种问题,因此论文以情境教学法在初中生地理情感培养中的运用为切入点,探讨运用策略,为初中一线地理教师进行地理情感目标的教学实践提供帮助,以情优教,增加学生情感体验,提升学生地理素养。首先,本文通过查阅大量文献,确定论文研究起点,界定地理情境教学法的概念、地理情感的内容,分析情境教学法和情感教学的国内外研究现状。其次,对初中地理教材的情感内容和情境内容进行文本统计与分析,得知地理情感内容和地理情境内容广泛、大量地分布于教材中,并且地理情境充分体现了地理情感内容,二者相互融合,相互渗透。第三,对初中一线地理教师进行问卷调查。通过对调查问卷统计和分析得知,大部分初中地理教师比较重视对学生地理情感的培养,并且大部分教师都在教学实践中运用过情境教学法培养初中生地理情感,认可情境教学法对培养初中生地理情感的有效性,但在实践中存在多种问题,如运用不熟练,没有足够时间和精力投入,缺乏情境教学素材,难以创设与教学内容相符的情境等。最后,论文根据调查中反映的教师教学实践中遇到的问题及情境教学法培养地理情感有效性的影响因素,提出了情境教学法在初中生地理情感培养中的运用策略,对初中生地理情感的培养具有重要实践价值。运用原则包括激发学生兴趣原则、陶冶学生情感原则和师生人际情感融于情境始终原则。运用策略包括情境创设符合学生需要、情境内容贴近学生生活、利用多种方式启发学生情感和利用情境对比超出学生认知。本文的主要创新之处是提出了情境教学法在初中生地理情感培养中的运用策略,并结合教材设计教学案例,具有较强的可操作性。
[Abstract]:The new curriculum reform clearly defines the curriculum goal as three dimensions: knowledge and skills, process and method, emotional attitude and values, in which emotional attitude and values focus on shaping students' personality. Is the ultimate goal of the curriculum. The Geography Curriculum Standard for compulsory Education (2011 Edition) has a clear statement of emotions, attitudes, and values, which "enhance curiosity about geographical things and phenomena," Improve the interest of learning geography and the aesthetic interest of geographical environment; To care about the environment and development of hometown, to care about the basic geographical conditions of our country, to strengthen the emotion of loving hometown and motherland "is mainly to express the goal of geographical emotion. According to the revised version of compulsory Education Geography Curriculum Standard (2011 edition), "Geography" (a total of four volumes) has created a large number of situations with images of lively, diverse language styles and types of life. It fully embodies the content of geographical emotion and shows the applicability of situational teaching method in cultivating junior high school students' geographical emotion. In the context of the new curriculum reform, the goal of geographical emotional attitude and values has been widely valued, but the teaching practice of emotional goals has developed slowly, and the phenomenon of attaching importance to knowledge and neglecting emotion is still widespread. There are many kinds of problems in the teaching practice of geography emotion. Therefore, the paper takes the application of situational teaching method in junior high school students' geography emotion cultivation as the starting point, and probes into the application strategy. To provide help for junior high school geography teachers to carry out geography emotion goal teaching practice, to improve students' emotional experience and improve students' geographical literacy. First of all, by consulting a large number of documents, this paper determines the starting point of this paper, defines the concept of geographical situational teaching method, the content of geographical emotion, and analyzes the current situation of situational teaching and emotional teaching at home and abroad. Secondly, the text statistics and analysis of the emotional content and situation content of geography teaching material in junior high school show that geographical emotion content and geographical situation content are widely distributed in textbooks, and geographical situation fully embodies geographical emotional content. The two merge and infiltrate each other. Third, the junior high school geography teacher carries on the questionnaire survey. Through the questionnaire statistics and analysis, the majority of junior high school geography teachers pay more attention to the cultivation of students' geography emotion, and most teachers have used situational teaching method to cultivate junior high school students' geography emotion in teaching practice. It is recognized that situational teaching method is effective in cultivating junior high school students' geographical emotion, but there are many problems in practice, such as unskilled use, insufficient time and energy, and lack of teaching materials. It is difficult to create situations that are consistent with the teaching content. Finally, according to the problems in teachers' teaching practice reflected in the investigation and the factors influencing the effectiveness of situational teaching method in cultivating geography emotion, the paper puts forward the application strategy of situational teaching method in junior high school students' geography emotion cultivation. It has important practical value for junior high school students to cultivate geography emotion. The application principle includes the principle of arousing students' interest, the principle of edifying students' emotion and the principle that teachers and students' interpersonal feelings melt into the situation all the time. The strategies include creating the situation to meet the needs of the students, keeping the content of the situation close to the students' life, enlightening students' emotion in many ways and using the contrast of the situation to exceed the students' cognition. The main innovation of this paper is to put forward the application strategy of situational teaching method in junior high school students' geography emotion cultivation, and combine the teaching case of teaching material design, it has strong maneuverability.
【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

【相似文献】