本文關(guān)鍵詞： 地理新課程 教學(xué)設(shè)計(jì) 能力培養(yǎng) 策略　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：地理新課程改革實(shí)施至今,已有十余年時(shí)間。有效性教學(xué)成為地理課程改革的重點(diǎn)和熱點(diǎn),地理教學(xué)設(shè)計(jì)是實(shí)現(xiàn)有效教學(xué)的前提。2012年2月教育部頒發(fā)《中學(xué)教師專業(yè)標(biāo)準(zhǔn)(試行)》(簡(jiǎn)稱《專業(yè)標(biāo)準(zhǔn)》),意味著教師專業(yè)化時(shí)代的到來(lái),新課程改革進(jìn)入深水區(qū)�！秾I(yè)標(biāo)準(zhǔn)》涉及教師專業(yè)能力發(fā)展的眾多領(lǐng)域,其中教學(xué)設(shè)計(jì)能力位列教師各項(xiàng)專業(yè)能力之首。地理教師的教學(xué)設(shè)計(jì)能力培養(yǎng),直接影響著地理新課程改革的推進(jìn)與實(shí)施。本文首先采用文獻(xiàn)研究法,對(duì)國(guó)內(nèi)外教師教學(xué)設(shè)計(jì)及其能力研究進(jìn)行綜述；結(jié)合問(wèn)卷調(diào)查與訪談法,對(duì)新課程地理教師教學(xué)設(shè)計(jì)能力現(xiàn)狀進(jìn)行了調(diào)查與分析；在此基礎(chǔ)上,運(yùn)用文獻(xiàn)研究法、課堂觀察法和教學(xué)案例分析法等,提出新課程地理教學(xué)設(shè)計(jì)能力的培養(yǎng)策略。為地理教師教學(xué)設(shè)計(jì)能力訓(xùn)練與提升提供借鑒,促進(jìn)教師專業(yè)化水平的提高。具體如下：第一部分,基于國(guó)內(nèi)外教學(xué)設(shè)計(jì)能力研究的新進(jìn)展,對(duì)地理教學(xué)設(shè)計(jì)及其能力的概念進(jìn)行科學(xué)界定。指出新課程地理教學(xué)設(shè)計(jì)與傳統(tǒng)備課的區(qū)別,并結(jié)合《專業(yè)標(biāo)準(zhǔn)》和地理教學(xué)設(shè)計(jì)流程模式,從背景分析、設(shè)計(jì)與評(píng)價(jià)三個(gè)方面分析了地理教學(xué)設(shè)計(jì)的能力構(gòu)成。第二部分,探討新課程地理教學(xué)設(shè)計(jì)能力培養(yǎng)的理論基礎(chǔ)。認(rèn)為應(yīng)建立在地理教學(xué)設(shè)計(jì)理論基礎(chǔ)上,即以系統(tǒng)理論、地理教學(xué)理論、學(xué)習(xí)理論和傳播學(xué)理論等為指導(dǎo)。第三部分,基于新課改要求,開(kāi)展中學(xué)地理教師教學(xué)設(shè)計(jì)能力的現(xiàn)狀調(diào)查,指出目前一線教師教學(xué)設(shè)計(jì)能力存在的不足,并分析原因。認(rèn)為存在教學(xué)過(guò)程設(shè)計(jì)融入課改思想還未完全落實(shí)、教學(xué)設(shè)計(jì)要素不全、方法不當(dāng)?shù)葐?wèn)題,而地理教師經(jīng)驗(yàn)至上、避難就易、認(rèn)識(shí)淺表、理論與實(shí)踐脫節(jié)是導(dǎo)致教學(xué)設(shè)計(jì)能力不足的根本原因。第四部分,理論與實(shí)踐相結(jié)合,以中學(xué)地理教學(xué)實(shí)踐為依托,從教師自身努力出發(fā),提出新課程教學(xué)設(shè)計(jì)能力培養(yǎng)策略。包括開(kāi)展研究性學(xué)習(xí)、標(biāo)準(zhǔn)內(nèi)化策略、案例示范借鑒、單要素訓(xùn)練、教學(xué)反思、評(píng)價(jià)多元性策略等。以上培養(yǎng)策略作者結(jié)合地理教學(xué)實(shí)踐進(jìn)行了應(yīng)用研究。最后,將研究的結(jié)論進(jìn)行梳理,指出了研究的不足及對(duì)未來(lái)研究的展望。
[Abstract]:Since the implementation of the new geography curriculum reform, it has been more than ten years. Effective teaching has become the focus and hot spot of geography curriculum reform. Geography teaching design is the premise of effective teaching. In February 2012, the Ministry of Education issued the "Middle School Teachers' Professional Standard (trial)" (abbreviated as "Professional Standard"), which means the arrival of the era of teacher specialization. The new curriculum reform has entered deep water area. "Professional Standard" involves many fields of teachers' professional ability development, among which teaching design ability ranks first among teachers' professional ability. It has a direct impact on the promotion and implementation of the new geography curriculum reform. Firstly, this paper summarizes the teaching design and ability research of teachers at home and abroad by the method of literature research. Combined with questionnaire survey and interview, this paper makes an investigation and analysis on the present situation of geography teachers' teaching design ability in the new curriculum. On this basis, using the literature research method, classroom observation method and teaching case analysis method, this paper puts forward the training strategy of the new curriculum geography teaching design ability, which provides a reference for geography teachers' teaching design ability training and promotion. The main contents are as follows: the first part is based on the new progress of the research on teaching design ability at home and abroad. This paper scientifically defines the concept of geography teaching design and its ability, points out the difference between the new curriculum geography teaching design and the traditional course preparation, and analyzes the background with the combination of "professional standard" and "geography teaching design flow pattern". The second part discusses the theoretical basis of the new curriculum geography teaching design ability cultivation, and holds that it should be based on the geography teaching design theory. The third part, based on the requirements of the new curriculum reform, to carry out a survey of the current situation of the teaching design ability of the geography teachers in middle schools, which is guided by the system theory, the geography teaching theory, the learning theory and the communication theory and so on. This paper points out the deficiency of the teachers' teaching design ability at present and analyzes the reasons. The author thinks that the teaching process design has not been fully implemented, the teaching design elements are not complete, and the methods are not proper, etc. And geography teacher experience first, easy to avoid difficulties, understanding shallow, theory and practice is the basic reason for the lack of teaching design ability. 4th, the combination of theory and practice. Based on the practice of geography teaching in middle school, this paper puts forward the training strategies of the new curriculum teaching design ability, including carrying out research-based learning, standard internalization strategy, case demonstration and reference, and single element training. The author combines the practice of geography teaching with the author to carry on the applied research. Finally, the conclusion of the study is combed out, and the deficiency of the research and the prospect of the future research are pointed out.
【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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