拉萨高中地理案例教学现状调查研究

发布时间：2018-08-25 12:03

【摘要】：地理案例教学是指在老师引导下,依据中学地理的教学目标和内容,采用与现实生活息息相关的典型案例,在教师引导下组织学生之间,师生之间对地理案例进行仔细学习,分析交流和讨论,从而培养和提高学生各方面实践能力,尤其是培养发现问题和解决问题能力的一种教学方法。这一新型的案例教学方式符合新课程改革的要求和发展趋势,在目前中学地理教学中对于基础知识的掌握和能力的培养都起到巨大的推动发展作用。新课程标准倡导的是合作学习、自主学习和探究式学习,这就要求地理教师不仅要改变自已传统的教学观念,教学方法,同时也要注重引导改变学生的学习方式。不再是以前单一的接受教学,而是在教学过程中注重教师主导地位,学生主体地位,充分发挥学生的主观能动性。地理案例教学法完全符合新课程的教学理念,在了解学生身心发展规律的前提下,根据中学地理课程的教学目标和内容,以及不同学生之间的个别差异性,利用地理案例教学法,将需要学习的地理基础理论知识蕴含在案例学习讨论的过程之中。再通过师生之间和学生之间的相互交流讨论,使得学生的语言表达能力,与同学老师之间的协作能力以及团结意识,还有发现问题解决问题的各方面能力得到提高。论文前两个部分运用文献调查法、理论分析法,分析阐述研究背景、目的意义,以及关于案例教学的理论基础部分,包括建构主义,多元智力理论,顿悟理论,情境学习理论,还有范例教学理论这五个主要理论基础理论,还有关于案例,案例教学,地理案例教学的定义界定。第三部分通过问卷调查的方法对拉萨高中地理的案例教学现状进行调查和分析。第四部分分析当前拉萨高中地理案例教学存在的问题和其影响的因素,主要从教师方面,学生方面还有社会环境因素方面分析拉萨高中地理案例教学存在的问题。第五部分从教师,学生以及案例选择方面提出相应的解决对策及实施建议。第六部分是论文的研究不足之处。最后附录收集了部分地理案例,力求这些案例的整理收集能为拉萨的高中地理教师在地理教学中提供一些选择。
[Abstract]:Geography case teaching means that under the guidance of teachers, according to the teaching objectives and contents of geography in middle schools, the typical cases closely related to real life are adopted, and the students, teachers and students are organized to study geographical cases carefully under the guidance of teachers and students. In order to cultivate and improve the students' practical ability, especially the ability of problem finding and problem solving, the teaching method is analyzed and discussed. This new type of case teaching method accords with the requirements and development trend of the new curriculum reform, and plays a great role in promoting the development of the basic knowledge and ability in the geography teaching of middle school at present. The new curriculum standard advocates cooperative learning, autonomous learning and inquiry learning, which requires geography teachers not only to change their traditional teaching concepts and teaching methods, but also to guide and change the learning methods of students. It is no longer a single teaching before, but pays attention to the teacher's leading position, the student's main body position in the teaching process, and gives full play to the students' subjective initiative. The geography case teaching method fully accords with the teaching idea of the new curriculum. On the premise of understanding the law of students' physical and mental development, according to the teaching goal and content of geography course in middle school, and the individual difference between different students, The basic knowledge of geography is implied in the process of case study by using geographical case teaching method. Through the communication and discussion between teachers and students, the students' ability of language expression, the ability of cooperation with students and teachers, the sense of unity, and the ability of finding and solving problems are improved. The first two parts of the paper use literature survey, theoretical analysis, analysis and elaboration of the research background, purpose significance, as well as the theoretical basis of case teaching, including constructivism, multi-intelligence theory, epiphany theory, situational learning theory, There are five basic theories of case teaching, including the definition of case, case teaching and geography case teaching. The third part investigates and analyzes the current situation of geography teaching in Lhasa High School by questionnaire. The fourth part analyzes the problems existing in geography case teaching in Lhasa Senior High School and its influencing factors, mainly from the aspects of teachers, students and social environmental factors, and analyzes the problems existing in geography case teaching in Lhasa Senior High School. The fifth part puts forward the corresponding countermeasures and implementation suggestions from teachers, students and case selection. The sixth part is the deficiency of the thesis. Finally, some geographical cases are collected in the appendix to provide some choices for senior geography teachers in Lhasa.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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