【摘要】：地理是一門與生活聯(lián)系非常緊密的實(shí)用性學(xué)科,地理學(xué)習(xí)本不該脫離生活實(shí)際,但由于受應(yīng)試教育的影響,地理學(xué)習(xí)已與我們的生活相去甚遠(yuǎn),特別是中學(xué)地理的學(xué)習(xí)。在新課程改革的推動下,在新的《中學(xué)地理課程標(biāo)準(zhǔn)》的指引下,改變傳統(tǒng)的教學(xué)方式,“學(xué)習(xí)對生活有用的地理”,實(shí)施中學(xué)地理生活化教學(xué)已是大勢所趨。目前,中學(xué)生和中學(xué)地理教師對地理生活化教學(xué)仍存在認(rèn)識上的誤區(qū),怕生活化教學(xué)耽誤了學(xué)習(xí)時間,影響了學(xué)習(xí)成績,所以生活化教學(xué)只是個別老師的偶爾行為,沒有形成規(guī)模性的長期行為。本文以新課程改革為指引,以《中學(xué)地理新課程標(biāo)準(zhǔn)》為依準(zhǔn),結(jié)合當(dāng)前生活化教學(xué)出現(xiàn)的問題,從觀念和實(shí)踐兩方面進(jìn)行闡述應(yīng)對措施。通過本文的分析研究以提升自己的教學(xué)理論水平,并期望能夠?qū)π抡n程改革的推行起到積極作用。本文首先從國內(nèi)外中學(xué)地理生活化教學(xué)的研究背景入手,在新課程改革的新理念和新理論的指引下,在新課標(biāo)的要求下,通過借鑒哲學(xué)、教育學(xué)和心理學(xué)的相關(guān)理論作為本文的理論依據(jù),通過問卷調(diào)查數(shù)據(jù)分析找到當(dāng)前生活化教學(xué)出現(xiàn)的問題,提出中學(xué)地理生活化教學(xué)的策略,并以案例的形式呈現(xiàn)。重點(diǎn)探究了生活化教學(xué)的具體操作:主要分三步完成,課前準(zhǔn)備階段,課堂實(shí)踐階段和課后鞏固階段,從教師和學(xué)生兩大主體入手,分三階段采取不同的策略,以實(shí)現(xiàn)課堂理論教學(xué)與生活實(shí)踐的完美結(jié)合。
[Abstract]:Geography is a practical subject closely related to life, geography study should not be separated from the reality of life, but because of the influence of examination-oriented education, geography study is far from our life, especially in middle school. Under the promotion of the new curriculum reform and under the guidance of the new Curriculum Standard of Geography in Middle School, it is an inevitable trend to change the traditional teaching method, to "learn geography which is useful to life" and to implement the life-oriented teaching of geography in middle school. At present, middle school students and middle school geography teachers still have misunderstandings about geography life-based teaching, for fear that life-based teaching will delay learning time and affect learning achievement, so life-based teaching is only the occasional behavior of individual teachers. There is no long-term behavior that forms a scale. Under the guidance of the new curriculum reform and the "New Curriculum Standard of Geography in Middle School", combined with the problems existing in the current life-oriented teaching, this paper expounds the countermeasures from the two aspects of concept and practice. Through the analysis and research in this paper, we can improve our teaching theory level, and hope to play a positive role in the implementation of the new curriculum reform. First of all, this paper starts with the research background of life-oriented teaching of geography in middle schools at home and abroad, under the guidance of new ideas and theories of the new curriculum reform, under the request of the new curriculum standard, through drawing lessons from philosophy, The theory of pedagogy and psychology as the theoretical basis of this paper, through the analysis of questionnaire data to find out the current problems in life-based teaching, put forward the strategy of life-based teaching of geography in middle schools, and presented in the form of cases. It focuses on the concrete operation of life-oriented teaching: three steps to complete, pre-class preparation stage, classroom practice stage and after-class consolidation stage, starting from the teachers and students, three stages to adopt different strategies. In order to realize the perfect combination of classroom theory teaching and life practice.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.55

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本文編號：2446857