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

【摘要】：學(xué)習(xí)總是在一定的環(huán)境下發(fā)生的,21世紀(jì)是一個(gè)信息爆炸的時(shí)代,科技的普及使得學(xué)生的生活方式、思維方式和生活環(huán)境也跟著起了很大變化。我們?nèi)绾巫尶萍紴槲覀兊恼n堂服務(wù)以適應(yīng)時(shí)代的變化是一個(gè)亟待解決的問(wèn)題。前置性學(xué)習(xí)是生本教育的一個(gè)重要組成部分,提倡將學(xué)生對(duì)新知識(shí)的學(xué)習(xí)放在課前通過(guò)觀看教備學(xué)習(xí)資料,課上通過(guò)教師指導(dǎo)和小組學(xué)習(xí)進(jìn)行內(nèi)化。自2012可汗學(xué)院創(chuàng)始人薩爾曼.可汗在TED演講《用視頻再造教育》后在中國(guó)引起了一股課堂教學(xué)方式改革的浪潮。山東昌樂(lè)一中、重慶聚奎中學(xué)都對(duì)翻轉(zhuǎn)課堂這種方式進(jìn)行了實(shí)踐取得了良好的效果。但是,任何教學(xué)方式都不會(huì)是完美的,在盲目引進(jìn)之前我們要先了解初中地理課堂的現(xiàn)狀,了解學(xué)生需要,從現(xiàn)有初中地理課堂環(huán)境中的問(wèn)題著手,結(jié)合我國(guó)生本理念下的前置性學(xué)習(xí)讓視頻教學(xué)真正服務(wù)于初中地理課堂。本研究在借鑒前人研究成果的基礎(chǔ)上,采用定量研究與定性研究相結(jié)合。自編初中地理課堂環(huán)境調(diào)查問(wèn)卷對(duì)西安市某中學(xué)的352名分別來(lái)自七年級(jí)和八年級(jí)“火箭班”和“普通班”兩個(gè)層次的班級(jí)同學(xué)進(jìn)行了調(diào)查。發(fā)放問(wèn)卷352份,回收325份,有效卷324份,有效率91.76%。使用SPSS19.0對(duì)于問(wèn)卷進(jìn)行了信度和效度的檢驗(yàn),經(jīng)過(guò)兩次因子分析剔除信度較低和載荷量較低的項(xiàng)目后,最終剩余包含51個(gè)項(xiàng)目,分為8個(gè)因子(全部在我們預(yù)設(shè)的維度當(dāng)中)和一個(gè)測(cè)謊量表的初中地理課堂環(huán)境調(diào)查問(wèn)卷。經(jīng)過(guò)EXCEL2010軟件對(duì)各個(gè)因子得分的計(jì)算,調(diào)查學(xué)生對(duì)于初中地理課堂環(huán)境的整體感知；不同性別學(xué)生初中地理課堂環(huán)境感知存不存在差異,如果存在差異表現(xiàn)在哪些方面；火箭班和普通班兩個(gè)層次的班級(jí)對(duì)初中地理課堂環(huán)境的感知有沒(méi)有差異,如果有,表現(xiàn)在哪些方面。研究結(jié)果顯示,學(xué)生對(duì)初中地理課堂環(huán)境總體滿(mǎn)意,對(duì)于但學(xué)生對(duì)于地理學(xué)習(xí)的責(zé)任感不足,學(xué)習(xí)缺乏自主性；在教師的教師領(lǐng)導(dǎo)、教師支持方面都比較滿(mǎn)意,尤其對(duì)教師平等性感知度最高。男女生對(duì)初中地理課堂環(huán)境感知存在差異,總體男生感知較高,差異主要表現(xiàn)在女生對(duì)地理教師領(lǐng)導(dǎo)、學(xué)習(xí)自主性和學(xué)習(xí)責(zé)任意識(shí)較低,男生對(duì)同學(xué)關(guān)系、教師平等性、任務(wù)取向感知較女生低。學(xué)業(yè)水平相同的班級(jí)差異很小,學(xué)業(yè)水平不同的班級(jí)對(duì)于課堂環(huán)境感知有差異,差異表現(xiàn)在除了“同學(xué)關(guān)系”以外所有影響課堂環(huán)境的因子上,學(xué)生學(xué)業(yè)水平與課堂環(huán)境感知正相關(guān)。接下來(lái),總結(jié)了初中地理課堂環(huán)境現(xiàn)狀調(diào)查所體現(xiàn)的四個(gè)問(wèn)題。第一,現(xiàn)有課堂依然是教師中心,學(xué)生對(duì)老師有很強(qiáng)的依賴(lài)心理。第二,學(xué)生總體對(duì)于地理學(xué)科缺乏興趣,學(xué)習(xí)地理責(zé)任意識(shí)弱。第三,初中地理課堂環(huán)境感知性別差異明顯,女生地理學(xué)習(xí)自主性和責(zé)任意識(shí)較弱。第四,不同水平的班級(jí)感知差異大,學(xué)業(yè)水平與課堂感知度呈正相關(guān)。對(duì)于這些問(wèn)題的產(chǎn)生原因進(jìn)行了分析。第一,教師主導(dǎo)歷史因素影響。第二,中考指揮棒的影響學(xué)生對(duì)于學(xué)好地理課的責(zé)任意識(shí)。第三,小組劃分不科學(xué),課堂小組活動(dòng)流于形式,影響學(xué)生課堂學(xué)習(xí)積極性。第四,地理學(xué)習(xí)能力和學(xué)習(xí)方法的性別差異。第五,班級(jí)學(xué)習(xí)氣氛影響學(xué)生課堂環(huán)境感知。最后,研究提出通過(guò)實(shí)行信息化的前置性學(xué)習(xí)來(lái)解決現(xiàn)有課堂問(wèn)題的建議。首先,實(shí)踐初中地理前置性學(xué)習(xí)課堂,轉(zhuǎn)變教師角色并結(jié)合初中地理學(xué)科特色設(shè)計(jì)出了初中地理前置性學(xué)習(xí)的課堂教學(xué)程序。第二,提供高質(zhì)量的課堂教學(xué)視頻,為學(xué)生自主學(xué)習(xí)提供保障,刺激學(xué)生的學(xué)習(xí)興趣。第三,科學(xué)設(shè)計(jì)課程任務(wù)單,為學(xué)生前置性學(xué)習(xí)提供支架。第四,小組合作競(jìng)爭(zhēng)機(jī)制,人人都是學(xué)習(xí)的負(fù)責(zé)人,加強(qiáng)學(xué)生的責(zé)任意識(shí)。
[Abstract]:Learning is always happening in a certain environment. Twenty-first Century is an era of information explosion. The popularization of science and technology has made a great change in the way of life, thinking and living environment for students. How to let science and technology adapt to the changes of the times for our classroom service is a problem to be solved urgently. An important part of this education advocates that students' learning of new knowledge is placed before class by watching teaching materials. In class, teacher guidance and group learning are internalized in class. Sahlman Khan, the founder of the 2012 Khan college, has caused a classroom teaching method in China after the TED speech "video reengineering" in China. The tide of leather. Shandong Changle 1 middle school has achieved good results in the practice of flipped class. However, any teaching method will not be perfect. Before blind introduction, we should first understand the present situation of junior high school geography class, understand the needs of the students, and the problems in the existing junior high school geography classroom environment. On the basis of the previous research results, this study combines quantitative research and qualitative research on the basis of previous research results. The 352 middle school students from junior high school in Xi'an are from grade seven and grade eight respectively. Two classes of class students in the "rocket class" and "ordinary class" were investigated. 352 questionnaires were issued, 325 were recovered, 324 were effectively rolled up, and the efficiency 91.76%. used SPSS19.0 to test the reliability and validity of the questionnaire. After two factor analysis, the final remaining items included 51 items. It is divided into 8 factors (all in our presupposition dimension) and a polygraph questionnaire in junior high school geography classroom environment. Through the calculation of the scores of each factor by the EXCEL2010 software, the students' overall perception of the geography classroom environment in junior middle school is investigated; there is no difference between the geographical classroom environment of different sex students in junior high school. If there are differences in the performance, there are differences in the perception of the junior high school geography classroom environment at the two levels of the rocket class and the ordinary class. If there is any, the results show that the students are satisfied with the geography classroom environment in junior high school, but the students are not responsible for the geography learning, and the learning is lacking. Autonomy is more satisfactory in Teachers' leadership and teacher support, especially for teachers' equality. There are differences between male and female students in junior high school geography classroom environment perception, and students' perception is higher in general. The difference is mainly in girls' leadership to geography teachers, learning autonomy and learning responsibility is lower, boys are students to students. Relationship, teachers' equality, task orientation perception is lower than that of girls. The class differences are very small with the same academic level, and the classes with different academic level are different to the classroom environment perception. The difference shows that the students' academic level is positively related to the classroom environment perception in addition to the factors affecting the classroom environment except "classmate relationship". Four problems are embodied in the survey of the situation of geography classroom environment in junior middle school. First, the existing classroom is still a teacher center, the students have a strong dependence on the teacher. Second, students are generally lack of interest in geography, and the awareness of geographical responsibility is weak. Third, junior high school geography classroom environment perception gender differences are obvious, girls geography Fourth, different level of class perception difference is large, the academic level is positively related to the class perception. The causes of these problems are analyzed. First, the influence of teachers leading historical factors. Second, the influence of the baton on the students' sense of responsibility for learning geography lesson. Third, group division. Not scientific, classroom group activities flow in the form, affecting the students' classroom learning enthusiasm. Fourth, the gender differences in geography learning ability and learning methods. Fifth, class learning atmosphere affects students' classroom environment perception. Finally, the paper puts forward suggestions to solve the existing classroom problems through the implementation of information-based prepositional learning. First, practice Junior high school geography prepositional learning class, change teacher's role and combine the characteristics of junior high school geography to design classroom teaching procedure of junior middle school geography. Second, provide high quality classroom teaching video, provide guarantee for students' self-study, stimulate students' interest in study. Third, scientific design course task list, for students before Fourth, group cooperation and competition mechanism, everyone is the person in charge of learning, to enhance students' sense of responsibility.
【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(lèi)號(hào)】：G633.55

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 馬晶晶;高中地理前置作業(yè)的設(shè)計(jì)研究[D];陜西師范大學(xué);2014年

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本文編號(hào)：2094998