初中生地理课堂问题行为及对策研究

发布时间：2018-08-15 14:02

【摘要】：课堂是教学的主要场所,课堂教学是实施素质教育的主渠道。在新课程理念的倡导下,教师把课堂的主动权还给学生,使其成为课堂的主人,学生的能动性和自主性得以加强,相应的教师的权威性就得到削弱。在这样自由开放的课堂环境中,很多中学地理教师无法适应维持正常课堂纪律和人性化的面对课堂问题行为这对突如其来的矛盾。然而,初中生的地理课堂问题行为如果处理不当,不仅会干扰正常的地理教学活动和降低学习效率,还会引起师生冲突,影响初中生身心健康成长。如何在素质教育的背景下面对课堂问题行为,是每一位教育工作者该深思和探索的问题。基于自身的教学经验,加之我国学者对初中生地理课堂问题行为的实证研究很少,所以,笔者在学者们研究的基础上,选取了桂林市初中生为研究对象,采用问卷调查、访谈、案例分析等方法,详细了解初中生地理课堂问题行为的现状,深入分析初中生课堂问题行为的成因,探讨初中生地理课堂问题行为的预防和矫治策略。第一部分：介绍提出问题的原因,界定初中生地理课堂问题行为的基本概念,对国内外相关研究进行综述,包括其分类、产生原因、应对策略等等。第二部分：选取桂林市某些中学的初中学生和地理教师为调查对象,以问卷调查、个别访谈和案例分析的研究方法,包括初中生地理课堂问题行为表现、影响因素、教师处理方式等方面,分别从教师和学生两个方面进行现状调查。进而对初中生性别、年级和地理教师与学生认识等方面的差异进行对比分析,全面了解初中生课堂问题行为的现状。第三部分：根据问卷调查得到的数据和访谈的结果,以第二部分的初步差异分析为基础,从学生、教师、学校、家长和社会五个方面对初中生地理课堂问题行为主要成因进行深入地分析。其中,学生方面的原因包括：性别差异、生理方面的疲劳、认知能力发展不平衡、基本需求得不到满足、自我控制力差,沟通协调能力不足、情绪情感不稳定、厌学,不愿学习地理;教师方面的原因包括：角色认知偏差、教育理念的落后、管理方式不恰当、教学水平有待提高、师生关系有待重视；学校方面的原因包括：办学理念,管理制度落后、教学环境不适、同辈群体的不良影响；家庭方面的原因包括：家庭结构内部不稳定、家庭的教养方式不当、家长的期望过高；社会方面的原因包括：网络传媒的不良影响、不良人生观和价值观的影响。第四部分,以课堂问题行为的成因分析为基础,结合初中地理教学实际情况,笔者针对引起初中生地理课堂行为的五个因素提出相应的预防和矫治策略。其中,针对学生方面的原因提出：尊重、满足学生的合理需要,引导、培养更高的需要；平衡认知能力差异,给予积极、成功体验；培养学生的自我管理能力,让学生成为优秀的自我管理者；为地理打翻身仗,培养和激发学生的学习兴趣；针对教师方面的原因提出：重新认识课堂问题行为,树立正确的教育理念；正确认识自己的角色,提高自己职业素质；恰当运用课堂管理策略,处理和矫正课堂问题行为；建立和谐平等的师生关系,促进地理课堂沟通和交往；针对学校方面的原因提出：改变办学理念,开展地理课外教育；服务师生,创建建设性的课堂教学环境；正确交友,引导初中生参与积极的正式或非正式群体；针对家庭方面的原因提出：加强家校沟通,形成教育合力；改变家庭教养方式,降低家长对子女的期望；针对社会方面的原因提出：优化社会风气,构建健康成长的社会环境；正确运用网络,树立正确人生观和价值观。综上所述,初中生在地理教学活动中普遍存在课堂问题行为。地理课堂问题行为是由多方面的原因造成的,无论是显性问题行为还是隐性问题行为都需要引起地理教师的足够重视,针对其产生的原因分别采取对应的预防和矫正策略。通过多方合作、共同努力,才能够有效地避免和减少初中生地理课堂问题行为,保障地理课堂教学有序高效进行以及初中生身心健康和全面的发展。
[Abstract]:Classroom is the main place of teaching and classroom teaching is the main channel of quality education. Under the advocacy of the new curriculum concept, teachers give back the initiative of the classroom to the students, making them the masters of the classroom. Students'initiative and autonomy are strengthened, and the authority of the corresponding teachers is weakened. Many middle school geography teachers can't adapt to the sudden contradiction between maintaining normal classroom discipline and humanized behavior facing classroom problems. However, if the geography classroom problem behavior of junior middle school students is not handled properly, it will not only interfere with normal geography teaching activities and reduce learning efficiency, but also cause conflicts between teachers and students, affecting junior middle school students. It is a question that every educator should ponder and explore how to conduct classroom problems in the context of quality-oriented education. Based on his own teaching experience and few empirical studies on the problem behaviors of junior high school students in the geography classroom by Chinese scholars, the author selected Guilin City on the basis of scholars'research. Junior high school students as the research object, using questionnaires, interviews, case analysis and other methods, a detailed understanding of the current situation of junior high school students'geography classroom problem behavior, in-depth analysis of the causes of junior high school students' classroom problem behavior, to explore the prevention and treatment strategies of junior high school students'geography classroom problem behavior. Part I: Introduce the reasons for the problem, define junior high school students. The basic concepts of problem behavior in geography classroom are summarized, including its classification, causes, coping strategies and so on. The second part: Select some middle school students and geography teachers in Guilin as the research objects, using questionnaire survey, individual interviews and case analysis methods, including geography classroom of junior high school students. In order to understand the current situation of junior high school students'classroom problem behavior, the author made a survey from two aspects of teachers and students, such as the performance of problem behavior, influencing factors, and the way teachers deal with it. Based on the results of the data and interviews, this paper analyzes the main causes of junior high school students'problems in geography classroom from five aspects: students, teachers, schools, parents and society. The basic needs are not met, self-control is poor, communication and coordination ability is insufficient, emotional instability, weariness of learning, reluctance to learn geography; the reasons for teachers include: role cognitive bias, backward educational concepts, inappropriate management, teaching level to be improved, teacher-student relationship to be taken seriously; the reasons for schools include: Family reasons include: unstable family structure, improper family upbringing, parents'expectations are too high; social reasons include: the bad influence of network media, bad outlook on life and values. Based on the analysis of the causes of classroom problem behavior and the actual situation of junior high school geography teaching, the author puts forward the corresponding prevention and correction strategies for the five factors that cause junior high school students'geography classroom behavior. Ability differences, give positive, successful experience; cultivate students'self-management ability, so that students become excellent self-management; for geography to turn over the battle, cultivate and stimulate students' interest in learning; for teachers'reasons put forward: re-understanding of classroom problem behavior, establish a correct educational concept; a correct understanding of their own corner. Sex, improve their professional quality; appropriate use of classroom management strategies to deal with and rectify classroom problems; establish a harmonious and equal relationship between teachers and students to promote communication and communication in the geography classroom; in view of the school's reasons put forward: change the concept of running a school, carry out geography extracurricular education; serve teachers and students, create a constructive classroom teaching environment. Correctly make friends, guide junior high school students to participate in active formal or informal groups; for family reasons put forward: strengthen communication between home and school to form a joint educational effort; change the way of family upbringing, reduce the expectations of parents to their children; for social reasons put forward: optimize social atmosphere, build a healthy social environment for growth; To sum up, there are many kinds of problems in geography teaching activities among junior middle school students. The problems in geography classroom are caused by many reasons. Both explicit and implicit problems should be paid enough attention by geography teachers. Through cooperation and joint efforts, we can effectively avoid and reduce the problem behavior of junior high school students in geography class, ensure the orderly and efficient teaching of geography class and the physical and mental health and comprehensive development of junior high school students.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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