本文選題：微信　切入點：翻轉課堂　出處：《華中師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：近期,新修訂的地理課程標準提出了 “人地協(xié)調觀、綜合思維、區(qū)域認知、地理實踐力”四個地理核心素養(yǎng)。課程改革,其核心在于課程實施;課程實施的關鍵所在是課堂和教學。因此,對學生地理核心素養(yǎng)的培養(yǎng),不僅要體現(xiàn)在課程標準的修訂和教材的編寫上,更要具體細致地體現(xiàn)在課堂教學中,也就要落實在良性的師生互動當中�！盎印奔捶磳鹘y(tǒng)教學模式下的老師講授,學生聽講,這種模式下學生沒有自主性,只是被動地接受知識,地理核心素養(yǎng)的培養(yǎng)也就無從談起。相反,學生的參與越來越重要,學生的主體地位也被提高到前所未有的高度�；诖�,各種新式教學模式在各地開展應用研究。近年來,由于現(xiàn)代教育技術發(fā)展迅速,多媒體、互聯(lián)網(wǎng)等現(xiàn)代技術手段更多地運用到教學中。翻轉課堂得以實施正得益于此。作為對傳統(tǒng)教學模式顛覆的一種新模式,翻轉課堂極大地體現(xiàn)了學生的主體地位,利用課堂活動增強學生的參與意識,有其一定的優(yōu)越性。然而,該模式在近些年的發(fā)展中依然存在諸多問題,有待學者繼續(xù)深入,逐步解決。而微信作為一種新型的聊天工具,普及率非常廣,以其強大的功能可以相應彌補翻轉課堂模式的不足。將二者相結合從而使翻轉課堂模式更加完善是本文的創(chuàng)新之處。本文共分為五個部分。第一部分為緒論,介紹了選擇“微信輔助地理翻轉課堂應用研究”這一課題的背景,研究意義,國內外研究現(xiàn)狀,本文的研究思路和特色創(chuàng)新之處。第二部分,先界定相關概念,提出了利用微信輔助地理翻轉課堂這一構想,再論述微信輔助地理翻轉課堂的一般模式。第三部分是將微信輔助地理翻轉課堂這一構想付諸實施,在課堂上進行實證。第四部分則是對微信輔助地理翻轉課堂進行教與學的有效性分析。第五部分是本文得出的結論以及前景展望。
[Abstract]:Recently, the newly revised geography curriculum standard has put forward four geographical core qualities: the view of human-land coordination, the comprehensive thinking, the regional cognition and the geographical practical power. The core of the curriculum reform lies in the curriculum implementation; Therefore, the cultivation of students' geographical core literacy should not only be reflected in the revision of curriculum standards and the compilation of teaching materials, but also in the classroom teaching. It is also necessary to implement it in a benign teacher-student interaction. "interaction" is opposed to the traditional teaching mode in which teachers teach and students listen. In this mode, students have no autonomy, but only passively accept knowledge. On the contrary, the participation of students is becoming more and more important, and the main position of students has been raised to an unprecedented high. Based on this, various new teaching models have been applied in various places in recent years. Due to the rapid development of modern educational technology, multimedia, Internet and other modern technological means are more widely used in teaching. Flipping classroom reflects the students' main position greatly. It has some advantages to use classroom activities to enhance students' participation consciousness. However, there are still many problems in the development of this model in recent years, which need to be deepened by scholars. And WeChat, as a new type of chat tool, has a very wide penetration rate. With its powerful function, we can make up for the deficiency of the flipping classroom mode. It is the innovation of this paper to combine the two to make the flipping classroom model more perfect. This paper is divided into five parts. The first part is the introduction. This paper introduces the background, research significance, research status at home and abroad, the research ideas and characteristics of this paper. The second part defines the related concepts, including the research background, the significance of the research, the research status at home and abroad, and the innovation of the research. This paper puts forward the idea of using WeChat to assist the geography flipping classroom, and then discusses the general mode of the WeChat aided geography flipping classroom. The third part is to put the WeChat aided geography flipping classroom into practice. Part 4th is an analysis of the effectiveness of teaching and learning in WeChat assisted geography flipping classroom. Part 5th is the conclusion and prospect of this paper.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G633.55

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