本文關鍵詞：StarC環(huán)境下高中地理探究式教學模式研究　出處：《華中師范大學》2016年碩士論文　論文類型：學位論文

  更多相關文章： starC環(huán)境 高中地理 探究式教學模式 課例分析

【摘要】：新課程改革積極倡導開展探究式學習、合作式學習,2010年《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010—2020年)》也再次強調(diào),注重培養(yǎng)學生自主學習、積極開展研究性學習,克服應試教育傾向。在現(xiàn)代信息技術快速發(fā)展背景下,為了實現(xiàn)教育教學的變革,實現(xiàn)學生綜合能力的發(fā)展,2012年教育部提出加快教育信息化進程,強調(diào)通過信息技術手段去改進教育教學,其中應用各種信息技術來實現(xiàn)學生學習方式由“接受學習”向“探究學習”、“發(fā)現(xiàn)學習”轉變吸引了大量研究者的參與。StarC云端一體化教學平臺(簡稱starC)就是現(xiàn)代信息技術與基礎教育教學整合的成果之一,因其較為系統(tǒng)完整的教學功能,為探究式教學開展提供了良好的條件。本文主要探討的是如何利用starC環(huán)境開展高中地理探究式教學,并將這種探究教學上升到一定穩(wěn)定的可供遷移的模式。本文圍繞starC環(huán)境下高中地理探究式教學的模式的建構與完善,開展六部分研究：第一章,首先闡明研究背景,提出研究議題；其次通過閱讀多內(nèi)外相關文獻,獲知國內(nèi)外的研究現(xiàn)狀,總結目前相關研究的成果與不足,從而尋找研究的起點,認清研究意義。第二章,首先介紹探究式教學的概念,探究式教學的模式類型,并總結一般探究式地理教學模式；其次重點介紹starC環(huán)境的軟硬件構成,為有效利用該環(huán)境做好認知鋪墊；最后將尋找starC與探究式教學的關系,并得出利用starC環(huán)境開展高中地理探究式教學的優(yōu)勢。第三章,介紹了本文建構starC環(huán)境下高中地理探究式教學模式的幾個理論基礎：建構主義理論、多元智能理論、地理教學論。第四章,本章是本文的核心部分,是starC環(huán)境下高中地理探究式教學模式的建構章節(jié)。首先通過視頻切片分析法對一堂starC環(huán)境下實施的高中地理探究課進行典型性分析評價和關鍵詞、關鍵特點分析,再通過實錄片段分析法對教學過程的各個環(huán)節(jié)進行分析總結得出本堂課的探究教學模式,進而得出starC環(huán)境下的高中地理探究式教學模式表達并進行解讀,最后將該環(huán)境下與傳統(tǒng)環(huán)境下的高中地理探究式教學模式進行比較。第五章,將starC環(huán)境下的高中地理探究課堂案例同已建立的模式進行對比分析,通過真實情境檢驗和完善模式,通過模式指導實際案例再設計,最后據(jù)此提出實施starC環(huán)節(jié)下高中地理探究式教學模式應該注意的事項。第六章,總結本文的研究結論,同時指出研究中存在的主要問題和今后研究努力的方向。
[Abstract]:The new curriculum reform advocates active inquiry learning and cooperative learning. In 2010, the outline of the national medium and long term educational reform and development plan (2010 to 2020) emphasized again that it should emphasize the training of students' independent learning, active research study and overcoming exam oriented educational tendencies. In the rapid development under the background of modern information technology, in order to realize the reform of education and instruction, and realize the development of students' comprehensive ability, the Ministry of education in 2012 to speed up the process of educational informatization, emphasized by means of information technology to improve education and teaching, the application of information technology to achieve the learning style of the students accepted by the "learning" to "Inquiry Learning", "discovery learning" change to attract a large number of researchers involved in. StarC cloud integration teaching platform (starC) is one of the results of integration of modern information technology and basic education. Because of its more systematic and complete teaching function, it provides good conditions for inquiry teaching. This paper mainly discusses how to use starC environment to carry out inquiry teaching in high school geography, and raise this inquiry teaching to a stable and available mode of migration. This paper focuses on High School Geography Inquiry Teaching and improve the environment of starC mode construction, carry out the six part of the study: the first chapter, first introduced the research background, present research issues; secondly through reading related literature, learn the research status at home and abroad, and summarizes the current lack of relevant research results, in order to find the starting point of the study. To recognize the significance of the research. The second chapter introduces the concept of inquiry teaching, inquiry teaching mode, and summarized the general geography inquiry teaching mode; secondly introduced the hardware and software of the starC environment, to pave the way for the effective use of the cognitive environment; finally find the relationship between starC and inquiry teaching, and the inquiry teaching of high school geography the advantage of using starC development environment. The third chapter introduces several theoretical foundations of constructing inquiry teaching mode in high school geography under starC environment: constructivism theory, multiple intelligence theory and geography teaching theory. The fourth chapter, this chapter is the core part of this article, is the construction section of the High School Geography Inquiry Teaching Mode under the starC environment. Firstly, through the analysis of the implementation of a starC under the environment of High School Geography Inquiry lesson of typical analysis and characteristics of keywords and key video slices through record fragment analysis on all aspects of the teaching process were analyzed and summarized to explore the teaching mode of the class, then starC under the environment of high school geography inquiry the teaching mode of expression and interpretation, the environment and traditional environment of High School Geography Inquiry Teaching Mode of comparison. The fifth chapter, the starC under the environment of High School Geography Inquiry classroom case analysis with the established model, the real situation and improve the inspection mode, guide the actual cases through the model design, finally proposed should pay attention to teaching mode of high school geography to explore the implementation of the starC link. The sixth chapter summarizes the conclusions of this study, and points out the main problems in the study and the direction of future research efforts.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.55

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