發(fā)布時(shí)間：2018-05-24 09:56

  本文選題：空間觀念 + 探究式教學(xué)��； 參考：《云南師范大學(xué)》2015年碩士論文

【摘要】：高中地理教學(xué),在地理學(xué)教育中,是一個(gè)十分重要的教學(xué)過程。它不僅能使學(xué)生接觸到地理學(xué)的基本知識(shí),也能對(duì)學(xué)生以后參與到科學(xué)性的地理學(xué)習(xí)中提供了可能性。所以提高學(xué)生的高中地理認(rèn)知水平,是教育工作的落腳點(diǎn)。空間觀念是地理教育中十分重要的一種抽象思維的聚合,需要通過教師的悉心引導(dǎo)跟知識(shí)的建構(gòu),學(xué)生的這種觀念才能形成。地理這門學(xué)科的綜合性很強(qiáng),所以學(xué)生在學(xué)習(xí)的時(shí)候會(huì)存在一定的困難。探究式教學(xué)作為一種高效率的教學(xué)模式,可以將學(xué)生學(xué)習(xí)地理的能力進(jìn)行提高,同時(shí)也讓學(xué)生具有發(fā)散型的學(xué)習(xí)能力�？臻g觀念的形成需要透過與傳統(tǒng)教學(xué)不同的教學(xué)手段,而探究式教學(xué)可以提供高效的教學(xué)模式,所以將二者結(jié)合,可以對(duì)高中地理的教學(xué)活動(dòng)產(chǎn)生積極的影響。本文通過對(duì)空間觀念和探究式教學(xué)的理論系統(tǒng)性分析,將這兩部分的知識(shí)結(jié)合起來,之后在教學(xué)實(shí)踐活動(dòng)中開展實(shí)驗(yàn),求證這種教學(xué)模式的可行性。在文中,以問題探究式、情境探究式、案例探究式和互動(dòng)探究式四種教學(xué)模式為代表,展示了在實(shí)驗(yàn)過程中的具體教學(xué)實(shí)施過程,并通過在實(shí)踐教學(xué),找到課堂教學(xué)中最適宜的教學(xué)模式。通過研究表明,空間觀念的探究式教學(xué)模式,可以在學(xué)生的自我評(píng)價(jià)、創(chuàng)新能力和學(xué)習(xí)的興趣三個(gè)大的方面產(chǎn)生積極影響。這對(duì)于學(xué)生,可以說是全面性的綜合提高。在教學(xué)實(shí)驗(yàn)的過程中,同樣也揭露了在教學(xué)過程中存在的一系列問題,需要在今后的教學(xué)活動(dòng)中進(jìn)行不斷的探索,致力于培養(yǎng)學(xué)生的空間觀念和建立起切實(shí)可行的教學(xué)模式。
[Abstract]:Geography teaching in high school is a very important teaching process in geography education. It can not only make students come into contact with the basic knowledge of geography, but also provide the possibility for students to participate in scientific geography learning later. Therefore, it is the foothold of educational work to improve the students' cognitive level of high school geography. There is a very important aggregation of abstract thinking in geography education, which needs to be guided by the teachers and the construction of knowledge. The students' concept can be formed. The geography of the subject is very comprehensive, so the students will have some difficulties when they are learning. As an efficient teaching model, the inquiry teaching can be used as an efficient teaching model. The students' ability to learn geography is improved and students have divergent learning ability. The formation of space concept needs different teaching methods from traditional teaching, and inquiry teaching can provide efficient teaching mode. Therefore, the combination of the two can have a positive impact on the teaching activities of high and middle geography. Through the systematic analysis of the theory of space and inquiry teaching, the knowledge of the two parts is combined, and then the experiment is carried out in the teaching practice to prove the feasibility of this teaching mode. In this paper, four kinds of teaching modes are represented as question inquiry, situation inquiry, case inquiry and interactive inquiry. The practical teaching process in the experiment, and through the practice teaching, find the most suitable teaching mode in the classroom teaching. Through the research, it shows that the inquiry teaching mode of space concept can have positive influence on the three aspects of students' self evaluation, innovation ability and interest of learning. In the course of teaching experiment, it also reveals a series of problems in the course of teaching. It is necessary to carry out continuous exploration in the teaching activities in the future, to cultivate the students' concept of space and to establish a practical teaching mode.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 袁孝亭;王向東;;論地理學(xué)科的空間觀教育[J];地理教學(xué);2003年01期

2 馬春利;談中學(xué)生的空間意識(shí)及其培養(yǎng)[J];中學(xué)地理教學(xué)參考;2002年03期

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本文編號(hào)：1928632