本文選題：中小學(xué)　切入點：課堂　出處：《河北大學(xué)》2017年碩士論文

【摘要】：情境教學(xué)誕生于二十世紀(jì)七八十年代的教育改革浪潮,由小學(xué)語文教師李吉林首倡,并由后繼從事教育改革第一線的教育工作者充任了情境教學(xué)實驗的主力軍,在對其理論研究和實踐運用的過程中,創(chuàng)造出了豐富多樣的情境教學(xué)模式。自新課程改革目標(biāo)提出后,由于情境教學(xué)理念與新課改主旨相吻合,情境教學(xué)得到更大地支持和推廣。但在新課程理念的更新下,原有的教學(xué)模式和方法在很多地方已很難與之適應(yīng),其局限性束縛住了教育改革的手腳。《基礎(chǔ)教育課程改革綱要》的總體目標(biāo)在于學(xué)生人生觀、價值觀、創(chuàng)造精神、審美情趣、生活方式等的養(yǎng)成,生活性在學(xué)生教育工作中被提到了前所未有的高度,為提高情境教學(xué)模式的普適性和實用性,滿足教育的時代要求,構(gòu)建適應(yīng)當(dāng)前中小學(xué)課堂的新的情境教學(xué)模式顯得至關(guān)重要。通過文獻研究、調(diào)查研究以及案例分析法等研究方法,在實現(xiàn)對我國中小學(xué)課堂情境教學(xué)模式的全面分析基礎(chǔ)上,以清晰的結(jié)構(gòu)和思路展現(xiàn)情境教學(xué)的模式建構(gòu)成果。研究整體分為四部分內(nèi)容:首先,梳理當(dāng)前國內(nèi)外關(guān)于情境教學(xué)模式的研究現(xiàn)狀,對情境教學(xué)模式進行相關(guān)的概念界定;其次,對影響情境教學(xué)模式建構(gòu)的相關(guān)因素——中小學(xué)課堂新特征以及課堂教學(xué)要素進行了剖析,為情境教學(xué)模式的建構(gòu)提供了方向指導(dǎo)并做好鋪墊;再次,在調(diào)查研究的基礎(chǔ)上,了解我國中小學(xué)情境教學(xué)模式的現(xiàn)狀,分析其理論的偏差和操作中的誤區(qū),為新的模式建構(gòu)提供借鑒;最后,建構(gòu)一套適應(yīng)我國教育改革訴求和學(xué)生心理特征的情境生活化探究模式:情境預(yù)備—問題提出—探究發(fā)散—結(jié)論驗證—生活推衍,并針對其運用操作,以中學(xué)地理的一節(jié)課案為例進行展示,在最后指出情境生活化探究模式操作中應(yīng)注意的幾項問題。情境生活化探究模式以情境、生活、探究作為核心,闡釋了教師、學(xué)生、教學(xué)組織、教學(xué)理念等要素在情境課堂下的運作模式,合乎新課改的課程目標(biāo)要求,解放了學(xué)生的天性,通過其對生活的主動觀察、發(fā)現(xiàn)、探究和驗證,培養(yǎng)了學(xué)生的創(chuàng)造性和對生活的熱愛之情。企望在中小學(xué)教育改革過程中,情境生活化探究模式能夠給予教育工作者和一線教師以啟迪、借鑒和思考。
[Abstract]:Situational teaching was born in the tide of educational reform in 1970s and 1980s. It was initiated by Li Jilin, a Chinese teacher in primary school, and became the main force of situational teaching experiment by the following educators who were engaged in the first line of educational reform. In the process of theoretical research and practical application, rich and diverse situational teaching models have been created. Since the new curriculum reform goal was put forward, the concept of situational teaching coincided with the main purpose of the new curriculum reform. Situational teaching has been more supported and popularized. However, with the renewal of the new curriculum concept, the original teaching models and methods have been difficult to adapt to in many places. The overall goal of the outline of basic Education Curriculum Reform lies in the cultivation of students' outlook on life, values, creative spirit, aesthetic taste, way of life, etc. In order to improve the universality and practicability of situational teaching mode and to meet the requirements of the times of education, living life has been raised to an unprecedented height in the work of students' education. It is very important to construct a new situational teaching model to adapt to the current classroom teaching in primary and secondary schools. Based on the research methods of literature research, investigation and case analysis, this paper makes a comprehensive analysis of the classroom situational teaching model in primary and secondary schools in China. The research is divided into four parts: firstly, combing the current research situation of situational teaching model at home and abroad, defining the relevant concepts of situational teaching model; Secondly, it analyzes the related factors that affect the construction of situational teaching model-the new characteristics of primary and middle school classroom and the elements of classroom teaching, which provides a direction for the construction of situational teaching model and lays a good foundation for it. On the basis of investigation and research, we understand the current situation of situational teaching model in primary and secondary schools in China, analyze the deviation of its theory and the misunderstandings in its operation, and provide reference for the construction of new model. To construct a set of situational life inquiry mode adapted to the demands of educational reform and students' psychological characteristics in China: situational preparation-problem raising-inquiry divergence-conclusion verification-life extrapolation, and its application and operation. Taking a lesson case of middle school geography as an example, this paper points out several problems that should be paid attention to in the operation of situational life inquiry mode. The situational life inquiry mode takes situation, life and inquiry as the core, and explains the teachers and students. The operating mode of teaching organization and teaching idea in the situational classroom conforms to the curriculum goal of the new curriculum reform, liberates the students' nature, and through their active observation, discovery, exploration and verification of life, It is hoped that in the process of education reform in primary and secondary schools, the situational life inquiry model can enlighten, draw lessons from and think for educators and first-line teachers.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G632.4

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