【摘要】：教育部頒發(fā)的《全日制義務(wù)教育地理課程標(biāo)準(zhǔn)》修訂版中的基本理念部分提出：“倡導(dǎo)多樣的地理學(xué)習(xí)方式,鼓勵(lì)學(xué)生自主學(xué)習(xí)、合作交流、積極探究”。南京市從2005年起推行小班化教育教學(xué)實(shí)驗(yàn),在小班化教育教學(xué)實(shí)驗(yàn)推進(jìn)過(guò)程中,專(zhuān)家提煉出小班化的三大策略：“全納性、個(gè)別化、活動(dòng)化”,在地理課堂上如何有效的落實(shí)“全納性”策略,小組合作學(xué)習(xí)方式成為課堂基本要素。合作學(xué)習(xí)被人們譽(yù)為“近十幾年來(lái)最重要和最成功的教學(xué)改革”,研究證明這是一種值得倡導(dǎo)的教學(xué)策略和學(xué)習(xí)方式。筆者通過(guò)教育教學(xué)實(shí)踐和調(diào)查,發(fā)現(xiàn)受傳統(tǒng)的教學(xué)方式、學(xué)生的個(gè)性差異等方面的影響,在地理課堂上開(kāi)展的合作學(xué)習(xí)仍存在一些問(wèn)題,學(xué)生的參與率較低。針對(duì)當(dāng)前的地理課堂教學(xué)中合作學(xué)習(xí)存在的種種問(wèn)題,為使地理課堂的合作學(xué)習(xí)更加有效,也使所有的學(xué)生參與進(jìn)來(lái),得到更全面、更有效地鍛煉,體現(xiàn)小班化的“全納性”理念。筆者結(jié)合自己的教育教學(xué)實(shí)踐,借鑒專(zhuān)家、學(xué)者們的理論和經(jīng)驗(yàn),通過(guò)問(wèn)卷調(diào)查和課堂觀察,發(fā)現(xiàn)影響“全納性”地理課堂合作學(xué)習(xí)的主要原因有：課前準(zhǔn)備不充分、學(xué)生參與不均衡、合作學(xué)習(xí)內(nèi)容不恰當(dāng)、合作討論環(huán)節(jié)欠妥、合作評(píng)價(jià)不科學(xué)等。并從以下幾個(gè)方面進(jìn)行了實(shí)踐探究：1.建設(shè)有效的地理課堂合作學(xué)習(xí)小組；2.營(yíng)造良好的合作學(xué)習(xí)氛圍；3.培養(yǎng)學(xué)生自主學(xué)習(xí)的能力；4.培養(yǎng)學(xué)生合作學(xué)習(xí)的興趣；5.完善合作學(xué)習(xí)的評(píng)價(jià)體系。通過(guò)研究,力爭(zhēng)增強(qiáng)學(xué)生學(xué)習(xí)地理的興趣,提高教師的教育教學(xué)能力,促使地理課的合作學(xué)習(xí)人人參與,人人有效。
[Abstract]:The basic idea in the revised edition of Geography Curriculum Standard for Full-time compulsory Education issued by the Ministry of Education puts forward: "advocating various ways of geography learning, encouraging students to study independently, cooperating and exchanging, and actively exploring". Nanjing has been carrying out teaching experiment of small class education since 2005. In the course of promoting teaching experiment of small class education, experts have abstracted three strategies of small class education: "all-inclusive, individualized, active". How to effectively implement "inclusive" strategy in geography classroom, group cooperative learning is the basic element of class. Cooperative learning has been praised as "the most important and successful teaching reform in recent ten years", which has been proved to be a teaching strategy and learning method worthy of advocacy. Through educational practice and investigation, the author finds that there are still some problems in cooperative learning in geography classroom, which are influenced by traditional teaching methods and students' personality differences, and the participation rate of students is low. In view of the problems existing in cooperative learning in the current geography classroom teaching, in order to make the cooperative learning in geography classroom more effective, and to enable all students to participate in it, they can get more comprehensive and effective exercise. Embody the concept of "all-inclusive" in small class. The author combines his own educational practice, draws lessons from the theories and experiences of experts and scholars, through questionnaire investigation and classroom observation, finds out that the main reasons that affect the cooperative study of "inclusive" geography classroom are: inadequate preparation before class, Students' participation is not balanced, cooperative learning content is not appropriate, cooperative discussion is not appropriate, cooperative evaluation is not scientific, and so on. And has carried on the practice inquiry from the following several aspects: 1. Build an effective cooperative learning group in geography class. Create a good cooperative learning atmosphere. Cultivate students' ability to learn independently. Cultivate students' interest in cooperative learning. Improve the evaluation system of cooperative learning. Through the research, we try to strengthen the students' interest in studying geography, improve the teachers' ability of education and teaching, and promote the cooperative study of geography course.
【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(lèi)號(hào)】：G633.55

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