本文選題：SOLO分類理論　切入點(diǎn)：高中地理　出處：《延邊大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：千百年來,古今中外的課堂教學(xué)過程都離不開"提問"這一環(huán)節(jié)。而高中地理學(xué)科課時緊、任務(wù)重的特點(diǎn),更加要求高中地理教師們在繁忙的日常教學(xué)工作中,以科學(xué)的教育理論為指導(dǎo),以踏實(shí)的課堂教學(xué)為實(shí)踐,不斷積累課堂提問經(jīng)驗(yàn),歸納總結(jié)、探索創(chuàng)新更高效的課堂提問策略。SOLO分類理論關(guān)注學(xué)生認(rèn)知的發(fā)展水平,強(qiáng)調(diào)學(xué)習(xí)結(jié)果的可觀察性。將SOLO分類理論用于高中地理課堂提問策略的研究,打破了傳統(tǒng)課堂提問的經(jīng)驗(yàn)主義,為課堂提問設(shè)計(jì)、施問以及評價等環(huán)節(jié)提供了強(qiáng)有力的科學(xué)理論支撐,從而有效提高高中地理課堂效率,使高中地理課堂提問的各環(huán)節(jié),在一定程度上更加常態(tài)化、規(guī)范化和模式化。本文在對前人關(guān)于高中地理課堂提問策略、基于SOLO分類理論的試題評價等國內(nèi)外文獻(xiàn)研究,以及為期一年的高中地理課堂提問教學(xué)實(shí)踐研究的基礎(chǔ)上,對基于SOLO分類理論的高中地理課堂提問概念界定,并通過對教師進(jìn)行問卷調(diào)查,統(tǒng)計(jì)、分析目前高中地理課堂提問存在的主要問題和影響因素,從而從提問設(shè)計(jì)、行為、評價三方面提出了基于SOLO分類理論的高中地理課堂提問策略,同時采用行動研究法將研究策略應(yīng)用于實(shí)際教學(xué)中,通過從理論到實(shí)踐再到理論的反復(fù)研究進(jìn)行驗(yàn)證。其結(jié)論為:1.高中地理課堂提問設(shè)計(jì)的策略是根據(jù)SOLO分類理論分類匯總教學(xué)目標(biāo),確保課堂提問的必要性;嚴(yán)格遵循認(rèn)知規(guī)律,促使提問層級化;積累總結(jié)教學(xué)經(jīng)驗(yàn),提高答案預(yù)測度等。通過這些策略的實(shí)施使課堂提問的設(shè)計(jì)更具科學(xué)化。2.高中地理課堂提問行為策略是根據(jù)SOLO分類理論分析學(xué)情,從而"因?qū)邮﹩?;依據(jù)設(shè)問類型,提問主體多樣化;根據(jù)問題的難易,關(guān)注學(xué)生的候答時長等。通過這些策略的實(shí)施使每個學(xué)生的思維層次都有所提高。3.高中地理課堂提問評價策略是根據(jù)SOLO分類理論及時理答,準(zhǔn)確評定答案層次;積極評價,激發(fā)學(xué)生自主提問;重視反思,不斷提升提問技巧等。通過這些策略的實(shí)施提高課堂提問效率和教學(xué)效果。4.基于SOLO分類理論對高中地理課堂提問策略的實(shí)施,提高了教師的課堂教學(xué)的理論和實(shí)踐水平。5.策略的實(shí)施,遵循學(xué)生的認(rèn)知規(guī)律,迎合學(xué)生的心理變化情況,促進(jìn)學(xué)生的身心發(fā)展和地理學(xué)科素養(yǎng)的提高。經(jīng)實(shí)施檢測發(fā)現(xiàn)本策略還有不足之處,為了 SOLO分類理論應(yīng)用于高中地理課堂提問的普及和推廣,提出以下建議:1.編制有關(guān)SOLO評價的地理題庫,建立"SOLO地理題庫"共享平臺。2.對于SOLO分類理論應(yīng)用于課堂提問的評價主體還需要進(jìn)一步的研究,使學(xué)生能夠參與課堂提問的評價,還學(xué)生在課堂中的主體地位。
[Abstract]:For thousands of years, the classroom teaching process at all times and at home and abroad has been inseparable from the link of "asking questions". However, the tight class hours and heavy tasks of the geography subject in senior high school require teachers of high school geography to be busy in their daily teaching work. Under the guidance of scientific educational theory and practical classroom teaching, the author has accumulated classroom questioning experience, summed up and explored innovative and more efficient classroom questioning strategies. Solo classification theory pays close attention to the level of cognitive development of students. This paper emphasizes the observability of learning results. Applying SOLO classification theory to the research of high school geography classroom questioning strategy breaks the empiricism of traditional classroom questioning and designs the classroom questioning. In order to improve the efficiency of geography classroom in senior high school effectively, every link of questioning in geography classroom in senior high school becomes more regular to a certain extent. On the basis of the previous researches on the strategy of asking questions in senior high school geography classroom, the evaluation of test questions based on SOLO classification theory, and the practice research of questioning teaching in senior high school geography classroom for one year, This paper defines the concept of high school geography classroom questioning based on SOLO classification theory, and analyzes the main problems and influencing factors existing in high school geography classroom questioning through questionnaire survey and statistics to analyze the question design and behavior. This paper puts forward the strategy of questioning in geography classroom based on SOLO classification theory in three aspects, and applies the research strategy to practical teaching by using action research method. Through repeated research from theory to practice to theory, the conclusion is: 1.The strategy of high school geography classroom questioning design is to summarize teaching objectives according to SOLO classification theory, to ensure the necessity of classroom questioning, to strictly follow the cognitive law, Through the implementation of these strategies, the design of classroom questioning is more scientific. 2. The behavior strategies of geography classroom questioning in senior high school are analyzed according to the SOLO classification theory. Therefore, according to the types of questions, the subject of the questions is diversified, and according to the difficulty of the problems, Pay attention to the waiting time of students, etc. Through the implementation of these strategies, each student's thinking level has been improved .3. the evaluation strategy of high school geography classroom questioning is to timely answer according to SOLO classification theory, accurately assess the level of answers; positive evaluation, Stimulate students to ask questions autonomously; pay attention to reflection and improve questioning skills. Through the implementation of these strategies to improve the efficiency of classroom questioning and teaching results .4.Based on the SOLO classification theory of high school geography classroom questioning strategy implementation, It improves the theory and practice level of teachers' classroom teaching .5.The implementation of strategies follows the students' cognitive laws and caters to the students' psychological changes. In order to promote the students' physical and mental development and the improvement of geography subject accomplishment, the author finds that this strategy has some shortcomings. In order to apply SOLO classification theory to the popularization and popularization of geography classroom questioning in senior high school, This paper puts forward the following suggestions: 1. To compile the geographic question bank about SOLO evaluation, and to set up a shared platform of "SOLO geographical question bank" .2.For the evaluation subject of SOLO classification theory applied to classroom questioning, further research is needed to enable students to participate in the evaluation of classroom questioning. Also students in the main position in the classroom.
【學(xué)位授予單位】：延邊大學(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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