本文選題：初中地理教學(xué)　切入點(diǎn)：問題導(dǎo)學(xué)法　出處：《陜西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：在新課改教學(xué)理念的基礎(chǔ)上,問題導(dǎo)學(xué)法應(yīng)運(yùn)而生,是當(dāng)前教育領(lǐng)域關(guān)注的熱點(diǎn)問題,但在中學(xué)地理教學(xué)中,對(duì)其實(shí)施效果的研究卻甚少有人涉及。在此基礎(chǔ)上,筆者結(jié)合初中地理課堂,對(duì)問題導(dǎo)學(xué)法的實(shí)施效果進(jìn)行調(diào)查與評(píng)價(jià),對(duì)完善問題導(dǎo)學(xué)法的實(shí)施策略,以及對(duì)提高教師的教學(xué)水平和學(xué)生的問題解決能力都具有一定的參考價(jià)值。該論文結(jié)合筆者的實(shí)習(xí)經(jīng)歷,以珠海市南水中學(xué)為例,通過(guò)問卷調(diào)查、個(gè)人訪談?wù){(diào)查、課堂觀察的方法,對(duì)師生在地理課堂教學(xué)中的表現(xiàn)進(jìn)行分析,并得出以下的結(jié)論：(1)筆者根據(jù)課堂觀察和調(diào)查結(jié)果,發(fā)現(xiàn)問題導(dǎo)學(xué)法在實(shí)施的過(guò)程中,存在如下的問題：學(xué)生意識(shí)到問題、提出問題、積極參與討論、回答問題和課后主動(dòng)思考問題的人數(shù)偏少。究其原因,主要是教師對(duì)問題情境的創(chuàng)設(shè)脫離了學(xué)生的興趣點(diǎn)；對(duì)問題提出的方式過(guò)于單一；對(duì)黑板、圖表、視頻的利用率不夠充分；對(duì)學(xué)生的引導(dǎo)脫離其認(rèn)知水平和生活經(jīng)驗(yàn)；對(duì)學(xué)生的監(jiān)督和管理不徹底造成的。(2)筆者針對(duì)存在的問題,結(jié)合自身教學(xué)經(jīng)驗(yàn),提出問題導(dǎo)學(xué)法的提升策略--“五步走”教學(xué)策略。第一步：情境創(chuàng)設(shè)、問題引入；第二步：師生互問、問題呈現(xiàn)；第三步：聯(lián)系生活、問題引導(dǎo)：第四步：自主合作、問題交流；第五步：框架整理,問題反饋。并將問題情境創(chuàng)設(shè)的基本原則和主要方法；問題提出的主要方法；問題呈現(xiàn)的主要途徑；教師引導(dǎo)的基本原則；對(duì)學(xué)生監(jiān)督管理的主要方法；問題反饋的主要方法等進(jìn)行說(shuō)明和分析。(3)筆者結(jié)合人教版初中地理教材,以《地球的運(yùn)動(dòng)》、《美國(guó)》和《氣候多樣、季風(fēng)顯著》三節(jié)課為例,對(duì)問題導(dǎo)學(xué)法“五步走”教學(xué)策略的實(shí)施過(guò)程進(jìn)行分析并通過(guò)實(shí)證檢驗(yàn)。根據(jù)對(duì)師生課堂表現(xiàn)的觀察和對(duì)學(xué)生的地理期中、期末成績(jī)的對(duì)比分析,證明問題導(dǎo)學(xué)法“五步走”教學(xué)策略有效,主要表現(xiàn)在：第一,提出問題的學(xué)生人數(shù)明顯增多；第二,積極參與問題討論的學(xué)生人數(shù)明顯增多；第三,回答問題的學(xué)生人數(shù)明顯增多；第四,課后主動(dòng)思考問題的學(xué)生人數(shù)明顯增多；第五,學(xué)生的地理成績(jī)水平有明顯的提高,且各班的平均分和及格率平均都提高了3.1分和8.5%左右。通過(guò)該論文的研究,對(duì)提高教師的教學(xué)水平以及學(xué)生的問題解決能力、地理思維能力都具有一定的指導(dǎo)價(jià)值。同時(shí),筆者希望可以對(duì)中學(xué)地理教師,特別是新入職的地理教師在轉(zhuǎn)變教學(xué)方法和教學(xué)理念方面起到一定的幫助。
[Abstract]:On the basis of the new teaching concept of curriculum reform, the problem guidance method emerges as the times require, which is a hot issue in the field of education. However, in the middle school geography teaching, the research on the effect of its implementation is seldom involved. Combined with the junior middle school geography classroom, the author investigates and evaluates the implementation effect of the problem guidance method, and improves the implementation strategy of the problem guidance method. And it has certain reference value for improving teachers' teaching level and students' problem-solving ability. This paper combines the author's practical experience, taking Nanshui Middle School in Zhuhai as an example, through questionnaire investigation and personal interview investigation. The method of classroom observation, analyzes the performance of teachers and students in geography classroom teaching, and draws the following conclusion: 1) according to the results of classroom observation and investigation, the author finds that the problem guidance method is in the process of implementation. There are the following problems: the number of students who are aware of the problem, put forward the question, take an active part in the discussion, answer the question and think actively after class is on the low side. The main reason is that the teacher's creation of the problem situation is out of the students' interest point; The way to put forward the problem is too single; the utilization rate of blackboard, chart, video is not enough; the guidance to the students is out of their cognitive level and life experience; the supervision and management of the students is not completely caused by the existing problems. Combining with their own teaching experience, this paper puts forward the strategy of "five steps" teaching strategy. The first step: situation creation, problem introduction, the second step: teachers and students ask each other questions, the third step: connect with life, the first step is the situation creation, the question introduction, the second step: teachers and students ask each other questions, the third step: connecting life, Problem guidance: 4th steps: independent cooperation, problem communication; 5th steps: frame arrangement, problem feedback. The basic principles of teachers' guidance; the main methods of student supervision and management; the main methods of question feedback, etc.) the author combines the teaching materials of junior high school geography of the people's Education Edition, to "the Movement of the Earth", "America" and "Climate Diversity". As an example, the paper analyzes the implementation process of the "five steps" teaching strategy of the problem guide method and passes the empirical test. According to the observation of the classroom performance of teachers and students and the comparative analysis of the students' geographical term and final grade, It is proved that the "five-step" teaching strategy of the problem-guiding method is effective, mainly in the following aspects: first, the number of students asking questions has increased significantly; second, the number of students actively participating in the discussion of problems has increased obviously; third, the number of students who have actively participated in the discussion of problems has increased. The number of students answering questions increased significantly; in 4th, the number of students who took the initiative to think after class increased significantly; and in 5th, the level of students' geography scores improved significantly. The average score and pass rate of each class have been increased by 3.1 points and 8.5%. Through the research of this paper, it has certain guiding value to improve the teachers' teaching level, the students' problem-solving ability and the geography thinking ability. The author hopes to help middle school geography teachers, especially new geography teachers, in changing teaching methods and teaching ideas.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

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