体验式教学在高中地理教学中的实践探索

发布时间：2018-03-16 04:14

本文选题：体验　切入点：高中地理　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：2016年初,我国正式发布普通高中各学科核心素养。地理学科核心素养包括人地协调观、区域认知、综合思维和地理实践力四个方面。地理核心素养的提出,对高中地理教学提出新的要求和挑战,为了更好地培养学生地理核心素养,在高中地理教学中进行了体验式教学实践探索。体验式教学遵循学习规律,依据学生已有经验和已有知识,可以加深学生对知识的理解,培养学生地理技能。在实施体验式教学时,要遵循情境性、亲历性、情感性、主体性、引导性、评价性五条原则。教师需要提前做好准备,写好活动脚本;在实施过程中,创设合理教学情境,引导学生亲身参与,进行实践观察和总结反思,得到地理知识和技能。本文在阅读大量文献、期刊、书籍的基础上,研究了体验式教学的理论基础,提出高中地理体验式教学设想,并进行高中地理体验式教学实践探索,为一线地理教师实施体验式教学提供教学参考。全文共分为七部分:第一部分主要论述了本文的研究背景、国内外研究现状、研究方法、研究重难点和创新点以及研究意义。研究方法有文献分析法、访谈法、问卷调查法、课堂观察法和实证法。研究创新点是以库伯的“体验式学习圈”理论为依据,提出了体验式教学实施环节,为地理课堂实施体验式教学提供参考,为高中地理一线教师实施体验式教学提供帮助。第二部分主要界定本文核心概念及其理论基础。核心概念是高中地理体验式教学,指在高中地理教育教学过程中,根据学生的年龄特点和认知规律,结合教育教学理论知识,积极创设教学情境,让学生在亲身参与和实践操作中建构知识体系,内化知识与技能,并产生积极情感体验的教学活动。研究的主要理论基础分别是杜威的“做中学”理论、建构主义学习理论、库伯的“体验式学习圈”理论。第三部分是对高中地理体验式教学现状调查。调查方法是教师访谈法和学生前测调查问卷。教师访谈主要是了解教师对体验式教学的了解程度、实施频率,教师对体验式教学的态度和建议等。学生前测问卷调查主要目的是了解学生对地理课堂的期待和兴趣,以及教师经常运用的方法是否和学生的期待、兴趣一致。第四部分主要论述高中地理体验式教学设想。高中地理体验式教学设想包括准备环节、体验式教学环节设计、教学评价、教学反思四部分。教学准备包括确定体验内容和体验方法,整合教学资源。体验式教学主要有“创设情境,激发兴趣;参与体验,反思观察;抽象概括,情感升华;学以致用,知行合一”四个环节。第五部分主要是高中地理体验式教学的实施策略,主要包括在教学过程中坚持教师主导与学生主体相结合,合理创设教学情境,恰当选择体验内容,对学生进行多元评价。第六部分主要是高中地理体验式教学实践案例及效果分析。选取《城市环境问题》和《工业区位因素与工业地域联系》进行体验式教学实践案例研究。教学效果分析主要采用学生后测问卷调查和学生访谈法两种方法。学生后测问卷调查主要是为了了解学生对体验式教学的态度以及学生通过体验式教学发生的变化。学生访谈主要是为了深入了解学生通过体验式教学发生的变化以及变化的原因。第七部分是结论和展望。总结本文的主要结论和不足之处。
[Abstract]:At the beginning of 2016, China formally announced ordinary high school courses. The core of geography literacy literacy core including people to coordinate regional concept, cognition, comprehensive thinking and geographic practice four aspects. The core of geographic literacy, puts forward new requirements and challenges for high school geography teaching, in order to better cultivate students' core geographic literacy. The experience of teaching practice in high school geography teaching. Teaching experience learning to follow the rules, according to the students' experience and knowledge, can deepen students' understanding of knowledge, cultivate students' geography skills. In the implementation of experiential teaching, should follow the situation, experience, emotion, subjectivity, guide of the five principles of evaluation. Teachers need to prepare written script activities; in the implementation process, the creation of a reasonable teaching situation, guide students to participate in, to practice observation and summary, Get the geographic knowledge and skills. After reading a lot of literature, journals, books on the basis of the theoretical basis of teaching experience, put forward the high school geography teaching experience and ideas, explore the experiential teaching practice of high school geography, geography teachers for the implementation of experiential teaching to provide teaching reference. This paper is divided into seven part: the first part mainly discusses the research background, research status at home and abroad, research methods, research difficulty and innovation and research significance. Research methods include literature analysis, interviews, questionnaires, classroom observation and empirical research method. The innovation is based on Kolb's "experiential learning circle" based on the theory, put forward the implementation of experiential teaching, provide a reference for the implementation of experiential teaching in geography class, the implementation of experiential teaching to help high school geography teachers. The second part This paper defines the core concepts and theoretical basis. The core concept is the high school geography teaching experience, which in the process of teaching of high school geography education, according to the age characteristics and cognitive law of the students, combining the theory of education knowledge, and actively create the teaching situation, lets the student in person participate in the construction of knowledge system and practice, internalization of knowledge and skills. And have a positive emotional experience of teaching activities. The main theoretical basis of the study are Dewey "learning" theory, constructivist learning theory, Kolb's "experiential learning circle theory. The third part is the high school geography teaching experience survey. The survey is teacher interviews and student pretest questionnaire. Interview with teachersinvolved teachers to implement the frequency on the degree of understanding, teaching experience, teacher experience teaching attitude and suggestions. Students' pre-test questionnaire The main purpose is to understand the students of geography classroom expectations and interest, and whether the methods frequently used by teachers and students' expectations, interest. The fourth part mainly discusses the high school geography teaching experience and experience teaching in high school geography ideas. Ideas include the preparation, teaching experience design, teaching evaluation, teaching reflection teaching in four parts. To determine the content and experience including experience method, integration of teaching resources. The experiential teaching is "creating situation, arousing interest; participation experience, reflective observation; abstraction, sublimation of emotion; which, and four aspects. The fifth part is the implementation strategy of the high school geography teaching experience, including in teaching in the process of teachers and students adhere to the combination of reasonable, create the teaching situation, the appropriate choice of experience content, multi element evaluation of students. The sixth part Is the main teaching practice case and effect analysis of high school geography experience. Select > and < < city environmental problems of industrial location factors and the regional industrial links of teaching practice > case study experience. The teaching effect analysis mainly uses the students' post test questionnaire and student interview two. The questionnaire is mainly to test students students learned through experience teaching and students' attitude change teaching experience. The interview is mainly to understand the students through teaching experience changes occurred and the reasons for the change. The seventh part is the conclusion and prospect. The main conclusions and shortcomings of this paper.

【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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