本文選題：初中地理 + 課堂管理��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：課堂管理是教師通過(guò)營(yíng)造和諧的課堂環(huán)境、設(shè)計(jì)科學(xué)的課堂常規(guī)和教學(xué)方式,以此引導(dǎo)學(xué)生有效參與教學(xué)活動(dòng)的方式。對(duì)于初中地理來(lái)說(shuō),良好與有效的課堂管理是順利開展課堂活動(dòng)的基石,因此,課堂管理的作用也逐漸受到重視。在新課改理念的推進(jìn)下,地理教師的任務(wù)就是引領(lǐng)學(xué)生學(xué)會(huì)生活,引導(dǎo)學(xué)生建立正確的地理觀念和可持續(xù)發(fā)展觀念,形成良好的人文精神與審美情趣。然而,現(xiàn)如今初中地理課堂管理存在諸多問(wèn)題,如重講授,輕參與；重知識(shí),輕能力；重教材,輕資源；重個(gè)體,輕合作等等,影響了學(xué)生的全面發(fā)展和地理課程對(duì)學(xué)生能力的建構(gòu)。因此,地理教師在新課改的要求下需要用一種科學(xué)、全新的理念進(jìn)行課堂管理,以此更好地促進(jìn)學(xué)生學(xué)習(xí)對(duì)終身發(fā)展有用的地理。筆者通過(guò)教學(xué)實(shí)踐以及查閱大量的文獻(xiàn)梳理了初中地理有效課堂管理的國(guó)內(nèi)外研究現(xiàn)狀,了解了課堂管理的相關(guān)概念,明確了初中地理課堂有效管理的目標(biāo)、原則與方法,選取了恰當(dāng)?shù)难芯糠椒�；并以不同省市的三所學(xué)校的初中地理教師和學(xué)生為研究對(duì)象,主要采用文獻(xiàn)研究法、問(wèn)卷調(diào)查法、師生訪談法、觀察研究法、實(shí)驗(yàn)研究法,從人本主義、建構(gòu)主義和教學(xué)過(guò)程最優(yōu)化理論分析了初中地理課堂存在的諸多問(wèn)題以及影響地理課堂管理的因素,進(jìn)而從課堂環(huán)境、課堂秩序、課堂教學(xué)設(shè)計(jì)以及學(xué)生自我管理四方面探究了地理課堂管理的有效策略。本文對(duì)初中地理課堂管理進(jìn)行了全面系統(tǒng)的研究和分析,得出以下結(jié)論：1、營(yíng)造和諧的課堂環(huán)境是初中地理有效課堂管理的基礎(chǔ)。地理教師不僅要?jiǎng)?chuàng)造適合的課堂物理環(huán)境,還要建構(gòu)良好的課堂氛圍。2、地理教師需要結(jié)合初中生的身心發(fā)展特點(diǎn)建立合理的課堂常規(guī),并有效地維護(hù)課堂常規(guī),減少學(xué)生的違紀(jì)行為。3、地理教師應(yīng)該全方位入手,有效管理教育資源和課堂時(shí)間,精心設(shè)計(jì)課堂教學(xué)的各個(gè)環(huán)節(jié),創(chuàng)造團(tuán)結(jié)、緊張、嚴(yán)肅、活潑的課堂氛圍。4、地理教師在與學(xué)生交往的過(guò)程中,發(fā)展學(xué)生的責(zé)任心、培養(yǎng)學(xué)生的自我管理意識(shí),最終使學(xué)生從“他律”走向“自律”。
[Abstract]:Classroom management is a way for teachers to guide students to participate in teaching activities by creating a harmonious classroom environment and designing scientific classroom routine and teaching methods. For junior middle school geography, good and effective classroom management is the cornerstone of the smooth development of classroom activities, therefore, the role of classroom management has been gradually attached importance. With the promotion of the new curriculum reform concept, the task of geography teachers is to lead students to learn to live, to guide students to establish correct concept of geography and sustainable development, and to form good humanistic spirit and aesthetic taste. Nowadays, however, there are many problems in geography classroom management in junior high school, such as emphasizing teaching, neglecting participation, emphasizing knowledge, neglecting ability, attaching importance to teaching materials, neglecting resources, attaching importance to individuals, neglecting cooperation, and so on. It affects the overall development of students and the construction of students' ability in geography curriculum. Therefore, geography teachers need to use a new concept of classroom management under the requirements of the new curriculum reform, so as to better promote students to learn geography that is useful for lifelong development. Through teaching practice and consulting a large number of documents, the author combs the domestic and international research status of effective classroom management in junior high school geography, understands the related concepts of classroom management, and clarifies the objectives, principles and methods of effective classroom management in junior high school geography. Taking the geography teachers and students of three schools in different provinces and cities as the research objects, the paper mainly adopts the methods of literature research, questionnaire survey, interview between teachers and students, observation research, experimental research, etc. Based on the theories of humanism, constructivism and the optimization of teaching process, this paper analyzes the problems existing in the geography classroom in junior high school and the factors influencing the management of the geography classroom, and then analyzes the classroom environment and classroom order. This paper probes into the effective strategies of geography classroom management in four aspects: classroom teaching design and students' self-management. This paper makes a comprehensive and systematic study and analysis of junior high school geography classroom management, and draws the following conclusion: 1. Creating a harmonious classroom environment is the foundation of junior high school geography effective classroom management. Geography teachers should not only create a suitable classroom physical environment, but also construct a good classroom atmosphere. Geography teachers need to combine the physical and mental development characteristics of junior high school students to establish reasonable classroom routine, and effectively maintain classroom routine. To reduce students' behavior of violating discipline. 3, geography teachers should start from all directions, effectively manage educational resources and classroom time, carefully design each link of classroom teaching, and create unity, tension and seriousness. In the process of communicating with students, geography teachers develop students' sense of responsibility, cultivate students' self-management consciousness, and finally make students move from "heteronomy" to "self-discipline".
【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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本文編號(hào)：1890598