本文選題：農(nóng)村中學(xué)　切入點(diǎn)：高中地理　出處：《南京師范大學(xué)》2015年碩士論文

【摘要】：現(xiàn)代教育心理學(xué)認(rèn)為,在教學(xué)過(guò)程中師生之間的認(rèn)知信息與情感信息的交互是并存的,學(xué)生學(xué)習(xí)情感的激發(fā)與認(rèn)知的生成是互為因果的,所以學(xué)生的學(xué)習(xí)情感體驗(yàn)是教學(xué)活動(dòng)中的不可忽視的因素。在高中地理課程標(biāo)準(zhǔn)中,也將情感態(tài)度價(jià)值觀確定為三維教學(xué)目標(biāo)中的一維。目前在農(nóng)村中學(xué),學(xué)生的學(xué)習(xí)成績(jī)一直都是農(nóng)村學(xué)校和教師工作的焦點(diǎn),而學(xué)生的情感發(fā)展往往就被農(nóng)村學(xué)校和教師所忽略。農(nóng)村高中學(xué)生整天忙于學(xué)習(xí),囿于校園之內(nèi),情感需求得不到滿足。在農(nóng)村非重點(diǎn)高中學(xué)生中,厭學(xué)現(xiàn)象非常普遍,所以對(duì)學(xué)生學(xué)習(xí)情感的培養(yǎng)迫在眉睫。本文通過(guò)對(duì)丹徒高級(jí)中學(xué)高二、高三年級(jí)地理選修班296名高中學(xué)生進(jìn)行地理學(xué)習(xí)情感問(wèn)卷調(diào)查,從地理學(xué)習(xí)興趣、地理學(xué)習(xí)態(tài)度、地理學(xué)習(xí)動(dòng)機(jī)和自信心、地理學(xué)習(xí)過(guò)程中學(xué)生之間的合作意識(shí)、師生關(guān)系等地理學(xué)習(xí)情感的各因素進(jìn)行調(diào)查,并結(jié)合實(shí)際,對(duì)農(nóng)村高中生地理學(xué)習(xí)情感現(xiàn)狀及其成因進(jìn)行了分析。發(fā)現(xiàn)農(nóng)村高中生地理學(xué)習(xí)情感現(xiàn)狀主要表現(xiàn)為以下六個(gè)方面：1、缺乏學(xué)習(xí)地理的興趣；2、地理學(xué)習(xí)態(tài)度不夠端正；3、缺乏地理學(xué)習(xí)的自信心,學(xué)習(xí)意志力不強(qiáng)：4、在地理學(xué)習(xí)過(guò)程中,同學(xué)間合作能力薄弱；5、師生交流不太密切。針對(duì)農(nóng)村高中生地理學(xué)習(xí)情感現(xiàn)狀,作為一個(gè)農(nóng)村非重點(diǎn)高中從教多年的地理教師,在對(duì)情感教學(xué)理論學(xué)習(xí)和研究的基礎(chǔ)上,結(jié)合自己的實(shí)際教學(xué)經(jīng)驗(yàn),探討了在農(nóng)村高中實(shí)施情感教學(xué)的方法及構(gòu)建其策略體系：以鄉(xiāng)土地理教學(xué)為載體,積極建構(gòu)學(xué)生與地理學(xué)科之間,學(xué)生與教師之間,學(xué)生與學(xué)生之間的地理學(xué)習(xí)情感教學(xué)模式,并通過(guò)評(píng)價(jià)來(lái)強(qiáng)化學(xué)生生成的積極的地理學(xué)習(xí)情感的穩(wěn)定。此外,結(jié)合自己教學(xué)經(jīng)驗(yàn)與農(nóng)村高中地理的教學(xué)實(shí)際進(jìn)行實(shí)證研究。將任教的丹徒高級(jí)中學(xué)2015屆高三(14)班的學(xué)生作為實(shí)驗(yàn)班級(jí),高三(15)班作為對(duì)比班,兩個(gè)班均為理科平行班。經(jīng)過(guò)為期半學(xué)期的實(shí)驗(yàn)研究后,通過(guò)問(wèn)卷調(diào)查和數(shù)據(jù)分析對(duì)比發(fā)現(xiàn)：對(duì)農(nóng)村高中生學(xué)生實(shí)施地理情感教學(xué)能有效地提高教學(xué)效率；在地理教學(xué)中關(guān)注情感,有利于培養(yǎng)學(xué)生積極的學(xué)習(xí)態(tài)度,提高學(xué)習(xí)興趣；情感教學(xué)有利于師生之間、生生之間互動(dòng)和諧,有利于構(gòu)建良好的師生關(guān)系、生生關(guān)系,從而培養(yǎng)學(xué)生的合群性,提高學(xué)生的個(gè)人素養(yǎng)。依據(jù)實(shí)驗(yàn)結(jié)果,在農(nóng)村非重點(diǎn)高中地理教學(xué)中進(jìn)行地理情感教學(xué)的策略方面提出了一些建議。這些建議對(duì)于促進(jìn)農(nóng)村非重點(diǎn)高中學(xué)生全面發(fā)展及農(nóng)村地理教育的可持續(xù)發(fā)展方面起到拋磚引玉的作用。
[Abstract]:Modern educational psychology holds that the interaction of cognitive information and emotional information between teachers and students coexist in the process of teaching, and that the stimulation of students' learning emotion and the generation of cognition are mutually causal.Therefore, students' learning emotional experience is a factor that can not be ignored in teaching activities.In high school geography curriculum standards, emotional attitude and values are also defined as one dimension of three-dimensional teaching objectives.At present, in rural middle schools, students' academic achievement is always the focus of rural schools and teachers' work, and students' emotional development is often ignored by rural schools and teachers.Rural high school students busy studying all day, confined to campus, emotional needs can not be met.In rural non-key high school students, the phenomenon of weariness is very common, so it is urgent to cultivate students' learning emotion.In this paper, 296 senior high school students in Grade 2 and Grade 3 of Dantuo High School were investigated with a questionnaire of geography learning emotion, which included geography learning interest, geography learning attitude, geography learning motivation and self-confidence.In the process of geography learning, the students' consciousness of cooperation, the relationship between teachers and students, and other factors of geography learning emotion are investigated, and the present situation and causes of geography learning emotion of rural high school students are analyzed in combination with the practice.It is found that the present situation of geography learning emotion of rural senior high school students mainly shows the following six aspects: 1, lack of interest in geography learning, lack of correct attitude towards geography learning, lack of self-confidence in geography learning, lack of learning willpower: 4. In the process of geography study,The ability of cooperation between students is weak and the communication between teachers and students is not very close.In view of the current situation of geography learning of rural high school students, as a geography teacher who has been teaching in rural non-key high school for many years, on the basis of studying and studying the theory of emotion teaching, combined with his own practical teaching experience,This paper probes into the methods of implementing affective teaching in rural senior high schools and constructs its strategic system: take the local geography teaching as the carrier, actively construct the relationship between students and geography subjects, between students and teachers, and between students and teachers.The teaching mode of geography learning emotion between students and students, and the stability of positive geography learning emotion generated by students is strengthened by evaluation.In addition, combined with their own teaching experience and rural senior high school geography teaching practice for empirical research.The class of Dantun Senior High School, Grade 2015, Grade 14) will be the experimental class, and the Grade 3, Grade 15) will be the contrast class, both of which are parallel classes in Science.After half a semester of experimental research, through questionnaire survey and data analysis and comparison, it is found that the implementation of geography emotion teaching in rural senior high school students can effectively improve the teaching efficiency, pay attention to emotion in geography teaching,It is beneficial to cultivate students' positive learning attitude and improve their interest in learning, and emotional teaching is beneficial to the interaction and harmony between teachers and students, to the construction of good teacher-student relationship, to the relationship between students and students, and thus to the cultivation of students' rapprochement.Improve the students' personal accomplishment.According to the experimental results, some suggestions are put forward on the strategy of geography emotion teaching in non-key high school geography teaching in rural areas.These suggestions play an important role in promoting the overall development of rural non-key high school students and the sustainable development of rural geography education.
【學(xué)位授予單位】：南京師范大學(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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