高中地理课堂教学有效提问的策略研究

发布时间：2018-03-17 17:29

本文选题：地理　切入点：课堂教学　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：新课程理念重视学生发展,注重激发学生探究地理问题的兴趣,注重探究地理问题的过程。因此在教学过程中,在使学生获得知识与技能的同时,我们要更加注重让学生懂得知识获得的过程与方法,培养学生地理学习能力。提问作为课堂教学的重要构成成分,对于培养学生地理学习动机,引发学生开动脑筋具有重要意义。效率高的课堂提问不仅能不断引发学生思考,使学生理解知识获取的过程,还可以促进师生之间的友好交流,促进师生之间的情感。本文以建构主义学习理论、行为主义学习理论以及人本主义学习理论为指导,采取问卷调查的方法和文献法等研究方法。以烟台三中和烟台四中为例,对当前教师课堂提问情况进行调查,找出当前高中地理课堂教学提问存在的问题,并针对问题提出相应可行的改进策略。全文共分为五大部分:第一部分是绪论。首先从贯彻新课程理念、高中地理学习的要求以及课堂有效提问的重要性三个方面阐述了本文研究的背景与意义,梳理了国内外关于课堂有效提问的相关研究,并对课堂有效提问的内在涵义作了论述,最后介绍了论文的研究方法。第二部分是课堂有效提问的理论基础。本文主要以建构主义学习理论、行为主义学习理论和人本主义学习理论为研究的理论基础,注重学生知识的自我建构以及潜能的有效发挥。第三部分是关于地理教学当前课堂有效提问的情况的调查分析。通过学生问卷调查和教师问卷调查,把握当前高中地理课堂提问的现状,并对问卷的调查结果进行了整理和分析。通过问卷得出信息,指出了当前地理教学中存在着学生学习地理的积极性不够高、教师提问的趣味性与典型性欠缺、课堂提问质量有待提高以及教师对学生的回答作出的反应不能促进学生持续积极的发展等问题。第四部分是针对第三部分的问题提出的对策,主要从有效问题设计的策略和课堂有效提问行为策略两个方面阐述。包括教师在设计问题时要注意问题的典型性,课堂提问应联系生活实际,注意提问对象的选择,要为学生努力营造良好的课堂氛围等等。第五部分为结语。总结了本文的研究结论,指出了本文研究的不足之处以及展望了今后的研究方向。
[Abstract]:The concept of new curriculum attaches importance to the development of students, to arousing students' interest in exploring geographical problems, and to the process of exploring geographical problems. Therefore, in the teaching process, students acquire knowledge and skills at the same time, We should pay more attention to let students understand the process and method of knowledge acquisition and cultivate students' learning ability of geography. As an important component of classroom teaching, asking questions is important to cultivate students' motivation of geography learning. It is of great significance to arouse students to use their brains. Efficient classroom questioning can not only arouse students' thinking, make students understand the process of acquiring knowledge, but also promote friendly communication between teachers and students. Under the guidance of constructivism learning theory, behaviorism learning theory and humanism learning theory, this paper adopts the method of questionnaire investigation and literature method. Taking Yantai No. 3 Middle School and Yantai No. 4 Middle School as examples, The current situation of teachers' classroom questioning is investigated to find out the existing problems in geography teaching in senior high school. The paper is divided into five parts: the first part is the introduction. First, from the implementation of the new curriculum concept, This paper expounds the background and significance of this study in three aspects: the requirements of geography learning and the importance of classroom effective questioning, combs the relevant research on classroom effective questioning at home and abroad, and discusses the inherent meaning of classroom effective questioning. Finally, the paper introduces the research methods. The second part is the theoretical basis of classroom effective questioning. This paper mainly takes constructivism learning theory, behaviorism learning theory and humanism learning theory as the theoretical basis. The third part is about the investigation and analysis of the effective questioning in the current geography teaching classroom. Through the student questionnaire and the teacher questionnaire, the third part focuses on the self-construction of students' knowledge and the effective exertion of their potential. This paper grasps the present situation of geography classroom questioning in senior high school, and analyzes the results of the questionnaire. Through the information obtained from the questionnaire, the author points out that the enthusiasm of students to study geography is not high enough in the current geography teaching. The questions of interest and typicality of teachers' questions, the quality of classroom questions to be improved, and the teachers' response to students' answers can not promote the students' sustained and positive development. Part 4th is the countermeasures for the third part of the question. Mainly from the two aspects of effective question design strategy and classroom effective questioning behavior strategy, including teachers should pay attention to the typicality of the questions, classroom questions should be linked to the reality of life, attention should be paid to the choice of questioning objects. The conclusion of this paper is summarized, the deficiency of this study is pointed out and the future research direction is prospected.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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