本文選題：高中地理　切入點：生活化案例教學　出處：《廣西師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：教學的來源是生活,《普通高中地理課程標準》中提出了高中地理課程要適應社會生產(chǎn)生活需要的觀點,學習對生活有用的地理更是新課改所指出的一條重要理念,以上都是說明地理教學需要貼近生活、與實際生活緊密聯(lián)系的重要依據(jù)�！霸从谏睢⒏哂谏睢笔巧罨咐虒W本質(zhì)特征。生活化案例教學就是教師在適當利用高中地理教材中的生活化材料的基礎上,從學生的實際生活中挖掘出他們感興趣的、了解熟悉的地理現(xiàn)象和人文景觀,通過采用多媒體技術與語言相結(jié)合等多種形式,為學生展示一個適應于教學內(nèi)容的通俗易懂、生動形象的案例。同時培養(yǎng)學生善于發(fā)現(xiàn)地理問題,在課堂和生活中都能分析和解決地理問題的能力,讓學生更加了解社會生活,形成社會認同感和責任感。生活化案例教學對地理教學有著重要意義:對教學方式,它起到完善地理案例教學方式的作用;對學生,它幫助學生理解地理知識、活學活用;對教師,它能夠促使教師提高自身素質(zhì)和專業(yè)能力。本文嘗試探索生活化案例教學的一般模式,期望對新課程改革的推行起到積極作用。本文先論述論文研究意義、理論基礎以及國內(nèi)外研究現(xiàn)狀,在相關理論指導下,對地理生活化案例教學相關概念進行界定,然后利用教學實習機會,編制調(diào)查問卷調(diào)查高中地理生活化案例教學的現(xiàn)狀,發(fā)現(xiàn)大多數(shù)高中地理教師對生活化案例教學這一教學方式是認同的,學生也比較喜歡生活化案例教學。雖然生活化案例教學對于學生學習是有著積極影響的,但是還存在著一些問題。問題的影響因素有應試教育的束縛;教師自身專業(yè)素質(zhì)、能力都還有待提高;學生的生活經(jīng)驗和學習合作探究能力不足以及外部條件限制等。針對以上問題的影響因素,筆者嘗試對生活化案例教學提出一些相應的實施策略如下:(1)在生活化案例準備策略上,教師要確保案例材料的真實性,慎重選取;(2)在生活化案例教學呈現(xiàn)策略上,教師可以采用多媒體技術與語言相結(jié)合分多種形式展示生活化案例;(3)在生活化案例教學過程的策略上,教師先提出一個合理的、貼近生活的引導性問題,把握課堂節(jié)奏、引導學生討論發(fā)言,師生共同反思總結(jié),增加學生生活經(jīng)驗,培養(yǎng)學生合作探究能力;(4)在生活化案例教學評價策略上,教師可從定性方面進行評價,并讓學生也參與到評價體系中。(5)在教師角色策略上,教師除了要重視自身在利益格局中的角色,還要不斷加強教學的職業(yè)能力。
[Abstract]:The source of teaching is life. The "General Senior High School Geography Curriculum Standard" puts forward the viewpoint that the geography curriculum of senior high school should adapt to the needs of social production and life. Learning geography, which is useful to life, is an important idea pointed out by the new curriculum reform. These are the important bases for explaining that geography teaching needs to be close to life and closely related to real life. "it comes from life," he said. "higher than life" is the essential feature of life case teaching. Life case teaching is that teachers, on the basis of proper use of the living materials in geography teaching materials in senior high school, excavate their interest from the students' actual life. To understand familiar geographical phenomena and cultural landscapes, and to show students an easy-to-understand approach to teaching content through the use of multimedia technology and language, etc. Vivid cases. At the same time, students are good at finding geographical problems, able to analyze and solve geographical problems in class and life, so that students can understand more about social life, Life case teaching plays an important role in geography teaching: to the teaching method, it plays a role of perfecting the geography case teaching method, and to the students, it helps students to understand geography knowledge and learn to use it alive. For teachers, it can promote teachers to improve their own quality and professional ability. This paper attempts to explore the general mode of life-oriented case teaching, hoping to play a positive role in the implementation of the new curriculum reform. Under the guidance of relevant theories, this paper defines the related concepts of geography life case teaching, and then makes use of the teaching practice opportunity to compile a questionnaire survey on the current situation of geography life case teaching in senior high school. It is found that the majority of senior high school geography teachers agree with the teaching method of life case teaching, and students prefer life case teaching. Although life case teaching has a positive effect on students' learning, However, there are still some problems. The influencing factors of the problems are the constraints of examination-oriented education, the teachers' professional quality and ability need to be improved. Students' life experience and learning cooperation and inquiry ability, as well as external constraints, etc., in view of the above problems affecting factors, The author tries to put forward some corresponding implementation strategies for life case teaching as follows: (1) in the life case preparation strategy, teachers should ensure the authenticity of the case materials, carefully select the case teaching strategy of life case teaching. Teachers can use multi-media technology and language to display the case of life in a variety of ways) in the strategy of the teaching process of the case of life, teachers first put forward a reasonable, close to the life of the guiding problem, grasp the rhythm of the classroom. To guide students to discuss and speak, to reflect and summarize together, to increase students' life experience, and to cultivate students' ability to cooperate and explore. (4) on the evaluation strategy of life-oriented case teaching, teachers can evaluate it qualitatively. And let students also participate in the evaluation system in the teacher role strategy, teachers should pay attention to their own role in the pattern of interests, but also constantly strengthen the professional ability of teaching.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.55

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