本文選題：中學(xué) + 地理結(jié)課�。� 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：結(jié)課是中學(xué)地理教學(xué)中不可或缺的教學(xué)環(huán)節(jié),它不僅是一節(jié)課的結(jié)束,更是下節(jié)課的開始,沒有結(jié)課的地理課堂是不完整的。地理課堂教學(xué)是個(gè)復(fù)雜的動(dòng)態(tài)過程,課堂的每個(gè)環(huán)節(jié)、各種因素都會(huì)影響教學(xué)效果。課堂結(jié)尾雖然是一個(gè)很小的環(huán)節(jié),但有時(shí)卻關(guān)乎成敗,結(jié)課不僅僅是為了一堂課在形式上的完整設(shè)計(jì)的,更重要的是能幫助學(xué)生鞏固、提高、延伸、內(nèi)化他們所學(xué)習(xí)的地理知識(shí)、地理技能和地理思想。本研究從當(dāng)前中學(xué)地理教學(xué)中結(jié)課的現(xiàn)狀入手,試圖從發(fā)表的地理教學(xué)設(shè)計(jì)、優(yōu)質(zhì)課視頻、隨堂聽課記錄以及對(duì)教師和學(xué)生的訪談中搜集、整理、歸納當(dāng)前結(jié)課存在的問題。從問題著手,搜集問題背后的成因；以地理科學(xué)論、學(xué)習(xí)理論、教學(xué)理論等為理論支撐,分析中學(xué)地理結(jié)課的原則,根據(jù)提出的原則設(shè)計(jì)實(shí)施課例實(shí)驗(yàn)；最終提出不同角度和不同課型的結(jié)課策略。論文主要分為六個(gè)部分：引言部分在對(duì)文獻(xiàn)的搜集、整理基礎(chǔ)上,提出論文的研究課題、研究背景、研究意義和現(xiàn)狀,并且說明研究的思路和方法,以及技術(shù)路線。第二部分分為兩個(gè)方面,一方面是闡述本研究的核心概念,即：結(jié)課和地理結(jié)課的概念；另一方面是簡(jiǎn)要的說明本研究的理論基礎(chǔ)。第三部分主要是對(duì)中學(xué)地理結(jié)課現(xiàn)狀的掃描,結(jié)合文獻(xiàn)搜集、隨堂聽課記錄、地理教師訪談等搜集的資料,歸納、整理了中學(xué)地理結(jié)課存在的三類問題：結(jié)課認(rèn)識(shí)不夠、類型單調(diào)、科學(xué)性不夠。根據(jù)對(duì)教師的訪談,總結(jié)出這些問題背后的主觀性、客觀性原因。第四部分為提出了中學(xué)地理結(jié)課的原則,科學(xué)性原則、完整性原則、目標(biāo)性原則、多樣性原則和發(fā)展性原則。并且根據(jù)所提出了結(jié)課原則,設(shè)計(jì)了課例實(shí)驗(yàn)并在教育實(shí)習(xí)期間實(shí)施驗(yàn)證。第五部分為策略部分,分為兩類,首先從思維形式、教學(xué)形式、教學(xué)活動(dòng)和三維目標(biāo)四個(gè)維度來分析結(jié)課的策略；其次從地理教學(xué)三種課型,新授課、練習(xí)課和復(fù)習(xí)課分別提出對(duì)應(yīng)的結(jié)課策略。最后一部分總結(jié)了本研究的主要結(jié)論和成果,存在的不足,以及對(duì)研究的展望。本研究是在現(xiàn)狀的基礎(chǔ)上展開的,將中學(xué)地理實(shí)踐教學(xué)中的結(jié)課問題歸納、總結(jié)出來,作為研究的背景和解決問題的目標(biāo),針對(duì)折現(xiàn)問題提出可操作性的策略并以一些實(shí)際案例說明。筆者認(rèn)為,對(duì)中學(xué)地理結(jié)課問題和策略的研究,在一定程度上能夠豐富中學(xué)地理教學(xué)的理論體系,對(duì)地理教師提升教學(xué)理論素養(yǎng)有所幫助；同時(shí),也對(duì)地理教師教學(xué)實(shí)踐中結(jié)課策略的選擇和運(yùn)用有改進(jìn)和指導(dǎo)意義。
[Abstract]:Conclusion is an indispensable part of geography teaching in middle school. It is not only the end of a class, but also the beginning of the next class. Geography classroom teaching is a complex dynamic process. Although the end of the class is a small part, sometimes it is about success or failure. The conclusion is not only for the complete design of a class in form, but also for helping students consolidate, improve and extend. Internalize the knowledge, skills and ideas of geography they learn. This research starts with the current situation of closing class in geography teaching in middle school, and attempts to collect, sort out and summarize the problems existing in the present closing lesson from the published geography teaching design, high quality lesson video, accompanying lecture records and interviews with teachers and students. Starting from the problem, collecting the causes behind the problem, taking geography science theory, learning theory and teaching theory as the theoretical support, analyzing the principle of geography closing course in middle school, designing and implementing the lesson case experiment according to the proposed principle; Finally, the conclusion strategy of different angles and different class types is put forward. The paper is divided into six parts: the introduction part on the basis of the collection and collation of the literature, put forward the research topic, research background, research significance and current situation, and explain the ideas and methods of the research, as well as the technical route. The second part is divided into two parts. On the one hand, it explains the core concepts of this study, that is, the concept of closing lesson and geography lesson; on the other hand, it briefly explains the theoretical basis of this study. The third part is mainly to the middle school geography closing class present situation scanning, unifies the literature collection, along with the class record, the geography teacher interviews and so on collection data, has summarized, has sorted out the middle school geography closing lesson existence three kinds of problems: the closing lesson understanding is not enough, Types are monotonous and not scientific enough. According to the interview with teachers, the subjective and objective reasons behind these problems are summarized. The fourth part puts forward the principles of middle school geography closing course, scientific principle, integrality principle, goal principle, diversity principle and developmental principle. According to the proposed closure principle, the experiment is designed and verified during the teaching practice. The fifth part is the strategy part, which is divided into two categories: first, from the four dimensions of thinking form, teaching activity and three-dimensional goal to analyze the strategy of concluding lesson; secondly, from three kinds of geography teaching, new teaching, Practice class and review class respectively put forward the corresponding closing strategy. The last part summarizes the main conclusions and results of this study, the shortcomings, and prospects for the study. This research is carried out on the basis of the present situation. It sums up and summarizes the problems of closing lessons in the practical teaching of geography in middle schools, as the background of the research and the goal of solving the problems. The operational strategy for discounting problem is put forward and some practical cases are given to illustrate it. The author believes that the study of geography closing problems and strategies in middle school can enrich the theoretical system of geography teaching in middle school to a certain extent, and help geography teachers to improve their teaching theoretical literacy, at the same time, It can also improve and guide the choice and application of closing strategies in geography teachers' teaching practice.
【學(xué)位授予單位】：華中師范大學(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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