本文關(guān)鍵詞： 場認知風(fēng)格 個體差異性 地理教學(xué)設(shè)計　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著國家新課程改革的深入,我們的地理教學(xué)理念也發(fā)生了很大的變化。從關(guān)注學(xué)科知識體系的完整性逐漸向關(guān)注全體學(xué)生地理素養(yǎng)的培養(yǎng)發(fā)展。以人為本的人本主義教學(xué)理念也越來越深入人心,這就要求教師一方面要關(guān)注不同學(xué)生的個體差異,在教學(xué)過程中滿足不同學(xué)生的個性化需求,另一方面在教學(xué)過程中要更多的考慮學(xué)生終身學(xué)習(xí)能力的發(fā)展。在集體授課制的大背景下,教師如何在面對學(xué)生的諸多差異時仍能做到因材施教,滿足學(xué)生的個性化需求,進行有差異的個別化教學(xué)成了我們急需解決的問題。以往基于認知風(fēng)格的研究大多是從認知風(fēng)格與學(xué)生學(xué)習(xí)成績之間關(guān)系的角度進行研究的,重點說明的是學(xué)生學(xué)習(xí)某個學(xué)科時體現(xiàn)出來的認知風(fēng)格類型和學(xué)生掌握的學(xué)科知識多少之間的關(guān)系或不同認知風(fēng)格類型的學(xué)生在課堂學(xué)習(xí)過程中的參與度。而對不同場認知風(fēng)格類型的學(xué)生在學(xué)習(xí)過程中表現(xiàn)出來的獲取知識、解決問題的過程差異研究較少。本文在以往研究的基礎(chǔ)上,把教育心理學(xué)中關(guān)于場認知風(fēng)格的理論與地理課堂教學(xué)設(shè)計結(jié)合起來,試圖找到一個在集體授課制大背景下仍然能很好的完成個別化教學(xué)的方法。本研究運用美國心理學(xué)家威特金的《鑲嵌圖形測驗》對學(xué)生進行場認知類型的區(qū)分,然后通過地理圖形判讀測試進行學(xué)生場認知風(fēng)格類型與地理學(xué)習(xí)成績相關(guān)性的研究,并結(jié)合個人訪談結(jié)果找出不同場認知風(fēng)格類型的學(xué)生在地理學(xué)習(xí)中的思維過程的差異,為地理教學(xué)提供理論依據(jù)。研究結(jié)果表明,雖然學(xué)生的認知風(fēng)格類型與學(xué)生地理學(xué)習(xí)成績之間的相關(guān)性不明顯,但不同場認知風(fēng)格類型的學(xué)生在對地理材料進行信息加工時的思維過程的確表現(xiàn)出明顯的差異性。場獨立型的學(xué)生在比較復(fù)雜的圖形信息獲取和分析方面具有一定優(yōu)勢,而場依存型的學(xué)生在圖形中有較多文字說明時表現(xiàn)的優(yōu)勢要明顯一些。同一類題目兩種認知風(fēng)格的學(xué)生都可能做對但他們解決問題的方法卻有所不同。同樣,對相同的題目在同時做錯的情況下,兩種類型的學(xué)生出錯的原因也有所不同。因此研究結(jié)果說明盡管不同場認知風(fēng)格類型的學(xué)生在信息加工過程中使用的方法不同,但通過強化訓(xùn)練,無論何種認知風(fēng)格的學(xué)生都可以掌握一些解題的方法規(guī)律和技巧,取得較好的學(xué)習(xí)成績。因此教師在課堂教學(xué)過程中注意區(qū)分學(xué)生認知風(fēng)格的類型,并且有意識的設(shè)計不同類型的課堂活動,對課堂教學(xué)過程中的難點、重點采用不同的方法從不同角度對學(xué)生進行訓(xùn)練,就可以使不同認知風(fēng)格類型的學(xué)生都獲得發(fā)展。最終實現(xiàn)在同一課堂上滿足不同認知風(fēng)格類型學(xué)生的學(xué)習(xí)需求,使每個學(xué)生都能通過課堂學(xué)習(xí)和課后作業(yè)的訓(xùn)練提高自己的認知能力,從而增強學(xué)生的自我效能感,增強學(xué)生學(xué)習(xí)地理的興趣和自信心,使學(xué)生的地理素養(yǎng)得到發(fā)展。
[Abstract]:With the development of national new curriculum reform. Our geography teaching concept has also changed greatly. From paying attention to the integrity of subject knowledge system to paying attention to the cultivation and development of all students' geographical literacy, the humanism teaching concept of people-oriented is also getting deeper and deeper. The heart. This requires teachers on the one hand to pay attention to the individual differences of different students in the teaching process to meet the individual needs of different students. On the other hand, in the teaching process, more consideration should be given to the development of students' lifelong learning ability. Under the background of collective teaching system, teachers can still teach students according to their aptitude in the face of many differences. To meet the individual needs of students. Individualized teaching with differences has become an urgent problem for us to solve. In the past, most of the researches based on cognitive style were carried out from the perspective of the relationship between cognitive style and students' academic achievement. The emphasis is on the relationship between the type of cognitive style embodied in the learning of a subject and the amount of subject knowledge grasped by students, or the participation of students of different types of cognitive styles in the course of classroom learning. Different field cognitive style types of students in the learning process show the acquisition of knowledge. On the basis of previous research, this paper combines the theory of field cognition style in educational psychology with the geography classroom teaching design. This study tries to find a way to complete individualized teaching under the background of group teaching. This study uses the inlay pattern Test by American psychologist Witkin to distinguish the field cognitive types of students. Then through the geography graph interpretation test, the correlation between the students' field cognitive style type and the geography learning achievement was studied. And combined with the results of personal interviews to find out the different types of field cognitive style students in geography learning thinking process differences, for geography teaching provides a theoretical basis. The results show that. Although the correlation between students' cognitive style type and students' geography learning achievement is not obvious. However, the thinking process of students with different field cognitive styles in the process of information processing of geographical materials does show obvious differences. The field-independent students have a more complex graphical information acquisition and analysis. Determine the advantage. The field-dependent students have more advantages when they have more illustrations in the graphics. Students with the same topic and two cognitive styles may do the right thing, but they have different ways to solve the problem. If you are doing wrong on the same subject at the same time. Therefore, the results show that students of different field cognitive styles use different methods in the process of information processing, but through intensive training. No matter what kind of cognitive style students can master some methods and skills to solve problems and get better results. Therefore teachers pay attention to distinguish the types of students' cognitive style in the process of classroom teaching. And consciously design different types of classroom activities, to the difficulties in the classroom teaching process, focus on different methods from different perspectives to train students. It can make the students of different cognitive styles develop and finally meet the learning needs of students with different cognitive styles in the same classroom. So that each student can improve their cognitive ability through classroom study and after-class homework training, thereby enhancing students' self-efficacy, students' interest and self-confidence in learning geography. So that the geographical literacy of students has been developed.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.55

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