PCK对高中地理课堂教学有效性的影响研究

发布时间：2018-02-21 06:04

本文关键词： PCK 高中地理有效教学　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着高中地理教育改革浪潮的兴起及高中地理课程改革的不断深入,学校课堂教学低效甚至无效的问题已成为课程改革的主要问题之一,学生学习负担繁重,导致其学习兴趣欠缺、创新精神与能力匮乏,素质教育未得到实质性落实,因此提升课堂教学有效性成为当前课程改革的重中之重。有效教学是西方“教育科学化”思潮影响下提出的一种现代教学理念,其核心概念为教师依据学生的学习特点和学科特点,引起、维持和促进学生的学习,使学生能够“学会、会学、爱学”,有效达到教学预期效果的教学,使得师生从大量的重复学习、机械学习中解放出来,促进学生的全面发展。学生的有效学习表现在,经过课堂教学后在多大程度上取得了怎样的进步,能否引起其继续学习地理的兴趣,因此学生有效学习的表现成为评价课堂教学有效性的重要标准。教师是课堂教学的组织者、学生的引导者,通过梳理有关教学有效性的文献发现,教师的专业发展影响课堂教学有效性的达成度。PCK(Pedagogical Content knowledge,学科教学知识)是《中学教师专业标准(试行)》规定的教师必备专业知识之一。通过分析舒尔曼等国内外专家学者对PCK结构的研究和《中学教师专业标准(试行)》提出了PCK的结构,总结归纳高中地理教师的PCK应由地理学科知识、地理课程知识、学生知识、地理教学策略知识组成,为中学地理教师专业发展提供理论基础。采用文献分析法、访谈法、课堂观察法和对比法,以河北省正定中学高一年级分别任教于两个学部实验班地理教师L教师(入职二十余年的特级教师)和W教师(入职两年的青年教师)为研究对象,从教学准备、教学过程、教学评价与反思三大环节对比两位教师发现W教师缺乏教学实践导致其自身学生知识匮乏,充足的学科知识和课程知识得不到有效发挥,教学策略的选择也缺少了一定的依据,所以影响课堂教学有效性重要的因素是教师PCK组成中的学生知识。基于该研究结果,为了提升课堂教学有效性,促进高中地理教师PCK发展提出以下建议:教师应深入学生生活,读懂学生思维;其次,完善自身知识系统,注重表征方式;再次,学会整合课程知识,做出合理决策;最后,不断积累实践经验,积极反思教学。希望本研究能够为地理教师提升课堂教学有效性提供实践路径。全文共六部分:第一部分的引言提出了研究背景、研究目的、研究意义,并总结归纳有关有效教学和PCK理论在国内外发表的相关文献;第二部分,对“地理有效教学”和“地理PCK”的相关概念进行界定,借用多元智能理论、建构主义理论、学习中心论和PCK理论为理论基础;第三部分,详细介绍高中地理教师PCK的构成要素;第四部分,选取河北正定中学两位高一年级的地理教师从教学准备、教学过程与教学评价与反思分别进行比较研究,发现影响教学有效性的最重要因素为教师PCK结构中的学生知识;第五部分,基于上述研究结果提出高中地理教师PCK发展建议;第六部分,结束语,总结全文并提出研究的不足与未来发展方向。
[Abstract]:With the rise of the tide of high school geography education reform and high school geography curriculum reform, classroom teaching inefficient or ineffective problem has become one of the main problems of the curriculum reform, students' learning burden, resulting in the lack of interest in learning, the spirit of innovation and capacity shortage, quality education has not been substantive implementation, thus improving classroom teaching effectiveness has become a priority among priorities of the current curriculum reform. The effective teaching is a modern teaching concept of influence of western "scientific education", caused by the core concept of learning characteristics and the characteristics of the subject, teachers according to students, to maintain and promote students' learning, so that students can learn, will learn. Love learning ", effectively achieve the desired effect of the teaching of teaching, the teachers and students from a large number of repetitive learning, mechanical learning liberate, to promote the all-round development of students students. Effective learning in classroom teaching, after after much of what made the progress, can cause the continued interest in learning geography, so the students' effective learning performance has become an important standard to evaluate the effectiveness of classroom teaching. Classroom teachers are the organizer, the guide of students, through combing the relevant teaching effectiveness the findings in the literature, the professional development of teachers influence the effectiveness of classroom teaching to reach.PCK (Pedagogical Content knowledge, PCK) is "middle school teachers' professional standards (Trial) one of the teachers must have professional knowledge > rules. Through the analysis of Schulman and other domestic and foreign experts and scholars on the PCK structure research and secondary teacher professional standards (for Trial Implementation >) proposed PCK structure, PCK should summarize the geography knowledge of high school geography teachers, students' knowledge, knowledge of geography curriculum, geography teaching strategy knowledge group To provide a theoretical basis for middle school geography teachers' professional development. Using the method of literature analysis, interviews, classroom observation and comparison, in Hebei province Zhengding high school the first grade were taught in two of the experimental class geography teacher L teachers (teachers recruited more than twenty years) and W (the young teachers of teachers two years) as the research object, from the teaching preparation, teaching process, teaching evaluation and Reflection on the three aspects of comparison of two teachers teaching practice teachers found that lack of W leads to its own students lack of knowledge, sufficient knowledge and curriculum knowledge is not effective teaching strategies but also the lack of a certain basis, so the impact the factors of classroom teaching effectiveness is essential for a teacher PCK students in knowledge. Based on the results, in order to improve the effectiveness of classroom teaching, put forward the following suggestions to promote the development of teachers in senior high school geography teacher: PCK Should the student life, understand students' thinking; secondly, perfect their knowledge system, pay attention to representation; thirdly, to integrate the curriculum knowledge, to make reasonable decisions; finally, the accumulation of practical experience, positive reflection teaching. I hope this study can improve the effectiveness of classroom teaching to provide practical path for the geography teachers. The paper consists of six parts: the first part of the introduction describes the research background, research purpose, research significance, and summarizes the relevant literature published on the induction of effective teaching and PCK theory at home and abroad; the second part, the author defines the concepts of "effective teaching" and "geography geography PCK", using multiple intelligence theory, constructivism theory, learning theory and the PCK theory as the theoretical basis; the third part introduces the elements of high school geography teachers PCK; the fourth part selects Hebei Zhengding two high middle school the first grade of the geography teachers From the teaching preparation, teaching process and teaching evaluation and reflection are comparative study, found that the most important factors affecting the effectiveness of teaching for teachers in the PCK structure of students' knowledge; the fifth part, the results of the study puts forward development suggestions based on PCK high school geography teachers; the sixth part, the conclusion, summarizes the full text and put forward research and the future direction of development.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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