中学地理参与式教学设计研究

发布时间：2019-05-28 06:41

【摘要】：参与式教学设计体现了以学生为本的新课程理念与人本主义理论、建构主义理论一脉相承。在中学地理教学中进行参与式教学设计的研究,对于推进中学地理课程的改革有着积极的意义。地理参与式教学设计在教学理论和教学实践之间起着桥梁和纽带的作用。研究地理参与式教学设计有利于加速参与式教学从理论走向实践的转化,有利于深化我国中学地理新课程改革。促进中学生地理素养的提高,对提高地理课堂的效率具有十分重要的意义。本文主要分为三大部分第一部分(第一章、第二章)是概述,主要阐述本课题的研究背景、研究现状、研究意义、研究方法以及研究路线等。界定了参与式教学的基本概念,介绍了参与式教学的基本理念和基本特征。第二部分(第三、四章)是研究基础部分,紧扣地理参与式教学设计这一主题。介绍了参与式教学设计实施的理论基础、地理参与式教学模式的建构,为开展参与式教学设计提供基本的依据。第三部分(五、六章)是实施和反思部分,即地理参与式教学设计模式的尝试性应用研究。首先,本文根据学生参与的程度设计了三个参与式教学的案例：低度参与式教学设计是学生对教师事先做好的教学设计提出意见和看法,在完成教学设计的过程中教师处于主导地位；中度参与式教学设计是教师和学生经过民主协商共同完成教学设计,在完成教学设计的过程中教师和学生的地位是平等的；高度参与式教学设计是学生教学设计初稿教师对初稿提修改意见,在完成教学设计的过程中学生处于主导地位。这三个案例作为前面论证的例证,把理论和实践相结合。其次,利用调查问卷和考试试卷对实施前后学生的地理学习情况进行对比,得出参与式教学设计在提高学生地理成绩、增强地理学习兴趣、增加课堂参与度和形成和谐的师生关系方面成效显著。最后总结了地理参与式教学设计实施过程中可能会出现的问题,并提出相应的解决策略。本文认为地理参与式教学设计必须体现参与式教学的基本特征：要强调学生在地理教学整个过程的的参与程度,在教学目标的制定、教学内容的选择、教学媒体的选用,教学模式,教学过程,教学评价等整个地理教学过程学生的参与。以上的观点并非是空中楼阁,而是建立在一定的文献研究及课堂实践的基础上的。
[Abstract]:The participatory teaching design embodies the student-oriented new curriculum concept and humanism theory, constructivism theory. It is of positive significance to carry out the research of participating teaching design in middle school geography teaching to promote the reform of middle school geography curriculum. Geography participation teaching design plays a bridge and link between teaching theory and teaching practice. The study of geography participating teaching design is helpful to accelerate the transformation of participating teaching from theory to practice and to deepen the reform of new geography curriculum in middle schools in China. Promoting the improvement of middle school students' geographical literacy is of great significance to improve the efficiency of geography classroom. This paper is mainly divided into three parts: the first part (the first chapter, the second chapter) is an overview, mainly describes the research background, research status, research significance, research methods and research route. This paper defines the basic concept of participation teaching, and introduces the basic concept and characteristics of participation teaching. The second part (chapter 3 and chapter 4) is the basic part of the research, which is closely related to the theme of geography participation teaching design. This paper introduces the theoretical basis of the implementation of the participation teaching design and the construction of the geography participation teaching mode, which provides the basic basis for the development of the participation teaching design. The third part (chapter 5 and chapter 6) is the part of implementation and reflection, that is, the tentative application of geography participation teaching design model. First of all, according to the degree of students' participation, this paper designs three cases of participation in teaching: the low level participation teaching design is for students to put forward their opinions and opinions on the teaching design that teachers do well in advance. In the process of completing the teaching design, teachers are in a dominant position; The moderately participating teaching design is completed by teachers and students through democratic negotiation, and the status of teachers and students is equal in the process of completing the teaching design. The highly participating teaching design is the suggestion that the teacher puts forward the revision to the first draft of the students' teaching design, and the students are in a dominant position in the process of completing the teaching design. These three cases, as examples of the previous argument, combine theory and practice. Secondly, the questionnaire and the examination paper are used to compare the geography learning situation of the students before and after the implementation, and it is concluded that the participating teaching design can improve the students' geography performance and enhance their interest in geography learning. Increasing classroom participation and forming a harmonious teacher-student relationship have achieved remarkable results. Finally, the problems that may occur in the implementation of geography participating teaching design are summarized, and the corresponding solutions are put forward. This paper holds that the geography participating teaching design must embody the basic characteristics of the participating teaching: emphasizing the participation degree of the students in the whole process of geography teaching, the formulation of the teaching objectives, the choice of the teaching content and the selection of the teaching media. The participation of students in the whole geography teaching process, such as teaching mode, teaching process, teaching evaluation and so on. The above point of view is not a castle in the air, but based on certain literature research and classroom practice.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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