高中地理生命活力课堂实践研究

发布时间：2018-06-08 05:11

本文选题：高中地理 + 生命活力课堂　；参考：《江西师范大学》2017年硕士论文

【摘要】：随着新课程改革的实施和深化,课堂教学更加注重学生的主体地位和学生的全面成长,越发关注教师、学生与知识的生命活力。但是由于受到传统教学习惯、高考背景等因素的影响,高中地理课堂教学仍存在以“教师”、“课本”、“成绩”为中心的现象,忽视了课堂教学中各要素的生命活力,使得高中地理课堂沉闷不已。因此,构建一个充满生命活力的课堂是激活高中地理教学的重要途径。本文在阅读了大量与生命活力课堂教学相关文献基础上,结合高中地理教材,采用文献资料法、问卷调查法、统计分析法、教育实践法对高中地理生命活力课堂的实施策略与程序进行研究,并进行教学实践。首先运用文献资料法梳理生命活力课堂的研究背景、国内外研究现状,并理清生命活力课堂的相关概念。其次通过问卷调查法,调查分析高中地理课堂中教学目标、教学内容、教学过程与师生关系的活力情况,得出高中地理课堂的生命活力现状存在地理教学的三维目标未能统一;地理教学内容贴近生活,但学科联系与实际应用不足;地理教学方式单一,学生未能真正参与课堂;师生关系缺乏活力等几个方面的问题。并且通过对调查结果的交叉分析,发现激起学生的地理学科兴趣是实施高中地理生命活力课堂的关键。再次运用文献资料法,结合目前存在的问题及实践教学内容,从高中地理教学目标、教学内容、教学过程和师生关系四个方面分别提出了相应的生命活力激发策略,并建构了可实践的实施程序,为教学实践做准备。接下来通过教育实践法验证实施策略与实践程序对激发高中地理课堂生命活力的有效性,并设计《城市内部空间结构》、《山地的形成》两节内容的教学设计,具体展示了策略与程序在高中地理生命活力课堂中的应用。最后再次通过问卷调查法分析实践效果,发现高中地理生命活力课堂实施策略与程序对学生的地理学习兴趣、地理课堂生命触动、地理课堂参与度及地理师生关系有明显的提高与改善,证明了其能够有效的解决目前高中地理课堂生命活力现状的部分问题,并且对高中地理生命活力课堂的教学实践进行反思,认为进一步丰富教学内容生命活力的呈现形式、把握教学过程的动态生成、拓宽师生交流通道有助于更好的激发高中地理课堂的生命活力。
[Abstract]:With the implementation and deepening of the new curriculum reform, classroom teaching pays more attention to the students' main position and students' overall growth, and pays more attention to the vitality of teachers, students and knowledge. However, due to the influence of traditional teaching habits and the background of college entrance examination, there is still a phenomenon of "teacher", "textbook" and "achievement" in high school geography classroom teaching, which ignores the vitality of every element in classroom teaching. Makes the high school geography classroom dull. Therefore, constructing a lively classroom is an important way to activate geography teaching in senior high school. On the basis of reading a large number of documents related to the classroom teaching of life vitality, combined with the geography teaching materials of senior high school, this paper adopts the method of literature, questionnaire and statistical analysis. The method of educational practice studies the implementation strategy and procedure of high school geography vitality classroom, and carries on the teaching practice. Firstly, the research background, the current research situation at home and abroad, and the related concepts of life vitality classroom are sorted out by using the method of literature. Secondly, through the investigation and analysis of the high school geography classroom teaching objectives, teaching content, teaching process and the vitality of the relationship between teachers and students, it is concluded that the life vitality of senior high school geography classroom is not unified with the three-dimensional goal of geography teaching. The content of geography teaching is close to life, but the subject connection and practical application are insufficient, the geography teaching method is single, the students can not participate in the classroom, the relationship between teachers and students lacks vitality and so on. Through the cross-analysis of the investigation results, it is found that arousing students' interest in geography is the key to implement the life vitality classroom of geography in senior high school. Thirdly, by using the method of literature, combining with the existing problems and practical teaching contents, this paper puts forward the corresponding strategies of stimulating the vitality of life from four aspects of geography teaching goal, teaching content, teaching process and teacher-student relationship in senior high school. And constructed the practical implementation procedure to prepare for the teaching practice. Then through the method of educational practice to verify the effectiveness of implementing strategies and practical procedures to stimulate the vitality of senior high school geography classroom, and design the teaching design of "Urban Internal Spatial structure", "formation of Mountain regions" and "two sections of contents". The application of strategy and procedure in high school geography vitality classroom is demonstrated in detail. Finally, through the questionnaire analysis of the results of practice, we find that the implementation strategies and procedures of high school geography life vitality classroom to students' interest in geography learning, geography classroom life touches. The degree of geography classroom participation and the relationship between teachers and students in geography have been obviously improved, which proves that it can effectively solve some problems of the present situation of life vitality of geography classroom in senior high school. It also reflects on the teaching practice of the life vitality classroom of senior high school geography, thinks that it further enriches the present form of life vitality of teaching content, and grasps the dynamic generation of teaching process. Widening the channels of communication between teachers and students is helpful to stimulate the vitality of geography classroom in senior high school.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

【参考文献】