本文選題：地理講授法　切入點(diǎn)：知識類型　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：新課程改革背景下,傳統(tǒng)講授法因易造成“過于注重知識的傳授”而處于尷尬地位。其實(shí),講授法作為一種教學(xué)方法,本身并無優(yōu)劣之分,只在于運(yùn)用是否恰當(dāng)�，F(xiàn)有大量關(guān)于講授法的運(yùn)用研究,但結(jié)合地理學(xué)科的講授法的運(yùn)用研究不多。為了對中學(xué)地理課堂教學(xué)講授法的運(yùn)用提供更加具體、有針對性的指導(dǎo),本文以知識教學(xué)方面的地理講授法為切入點(diǎn),以其不同類型的具體運(yùn)用為關(guān)鍵研究內(nèi)容,采取課堂觀察和問卷調(diào)查的方式從其講授頻次、講授時(shí)機(jī)、講授方式及與其他教學(xué)方法的組合等方面進(jìn)行分析,提出八個(gè)對應(yīng)三種地理講授法適用范圍的運(yùn)用策略。按不同教學(xué)目標(biāo),地理講授法的運(yùn)用策略主要有：對于僅需學(xué)生了解的地理陳述性知識,宜在提供新知環(huán)節(jié)以直接告知的方式,單獨(dú)或與地理演示法組合運(yùn)用地理講授法；對于需要學(xué)生記憶的地理陳述性知識,宜在反饋環(huán)節(jié)以多種非直接告知方式,與地理談話法或地理練習(xí)法組合運(yùn)用地理講授法；對于需要學(xué)生理解的地理程序性知識,宜在反饋環(huán)節(jié)以非直接說明的方式,與地理談話法、地理演示法等組合運(yùn)用地理講授法；對于要求學(xué)生運(yùn)用的地理程序性知識,宜在活動指導(dǎo)環(huán)節(jié)以直接說明的方式,與地理談話法、地理練習(xí)法組合使用地理講授法；對于需要學(xué)生掌握的地理策略性知識,宜在活動前指導(dǎo)環(huán)節(jié)以直接告知的方式,與地理練習(xí)法組合運(yùn)用地理講授法；對于鞏固學(xué)生記憶或運(yùn)用薄弱的三種地理知識,宜在總結(jié)、反饋或活動指導(dǎo)環(huán)節(jié)以直接告知加其他非直接告知的方式,與地理演示法、地理談話法組合運(yùn)用地理講授法。這有利于提高地理講授法的運(yùn)用效率,加強(qiáng)地理教師自身教學(xué)技能,提升教學(xué)業(yè)務(wù)水平。同時(shí),在體現(xiàn)地理講授法的學(xué)科特色、豐富地理教學(xué)方法論方面有重要意義。
[Abstract]:Under the background of the new curriculum reform, the traditional teaching method is in an awkward position because it is easy to "pay too much attention to the imparting of knowledge". In fact, as a teaching method, there is no difference between the advantages and disadvantages of the teaching method itself. In order to provide more concrete and targeted guidance for the application of geography teaching method in middle school, there are a large number of existing research on the application of teaching method, but not much research on the application of teaching method in combination with geography subject, in order to provide more concrete and targeted guidance to the application of geography teaching method in middle school. In this paper, the geographical teaching method of knowledge teaching is taken as the breakthrough point, the specific application of different types of knowledge is taken as the key research content, and classroom observation and questionnaire survey are adopted to study the frequency and timing of teaching. Based on the analysis of teaching methods and combination with other teaching methods, eight strategies corresponding to the scope of application of three kinds of geographical teaching methods are put forward. The application strategies of geography teaching method are as follows: for the geographical declarative knowledge which only needs the students to understand, it is appropriate to use the geography teaching method alone or in combination with the geographical demonstration method in providing the new knowledge link by means of direct communication; For the geographical declarative knowledge which needs students' memory, it is advisable to use geography teaching method in the feedback link in combination with geographical conversation method or geographical practice method, and for the geography procedural knowledge that needs students to understand, it is advisable to use geography teaching method in the feedback link, in combination with geographical conversation method or geographical practice method. It is advisable to use geography teaching method in the feedback link in combination with geographical conversation method, geographical presentation method and so on. For the geography procedural knowledge that students are required to use, it is appropriate to use a direct explanation method in the activity guidance link. Geography teaching method should be used in combination with geography conversation method, geography practice method and geography teaching method in combination with geography practice method, for geography strategic knowledge that needs students to master, it is advisable to use geography teaching method in the direct way of instructing link before the activity, and in combination with geography practice method. For consolidating students' memory or using the three kinds of geography knowledge which are weak, it is advisable to use the methods of summarizing, feedback or activity guidance in the form of direct informing and other indirect informing, and geography demonstration. The combination of geographical conversation method and geography teaching method is helpful to improve the efficiency of geography teaching method, strengthen the teaching skills of geography teachers and improve the teaching professional level. At the same time, it reflects the discipline characteristics of geography teaching method. It is of great significance to enrich the methodology of geography teaching.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.55

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本文編號：1594269