本文選題：問題教學法 + 初中地理課堂��； 參考：《河南大學》2016年碩士論文

【摘要】：隨著世界全球化、信息化的不斷深入,當今世界對高素質人才的需求日益增多,創(chuàng)新教育的實現迫在眉睫。創(chuàng)新教育是新課程改革實施以來,運用新的教學方法培養(yǎng)中小學生的創(chuàng)新意識、創(chuàng)新思維的教學方式,以往教師常用的傳統(tǒng)教學法也漸漸地融入了新的方法,問題教學法就是其中一種。問題教學法將知識、思維、能力以及情感糅合在一起,讓學生在獲得知識的同時提高其思維水平和創(chuàng)造能力,陶冶學生的情感。問題教學法作為一種能夠改變師生教與學、激發(fā)學生的學習積極性、提高學生思考問題和解決問題的方法,順應時代的潮流,符合我國當代教育教學改革的要求。本文主要采用文獻研究法、問卷調查法、實驗法、觀察法、訪談法等進行研究。首先,對國內外問題教學法的相關資料進行整理與分析,提出研究的背景、意義、思路與方法;其次界定相關概念、理論基礎與研究進展;第三,通過大量的文獻閱讀,并對初中地理教師進行調查研究,編制調查問卷,分析初中地理課堂中問題教學法的應用現狀;第四,根據應用現狀中所存在的問題,提出相應的實施策略;第五,通過問題教學法在初中地理課堂的教學實踐,檢驗所提出策略的有效性。最后,總結本研究的主要結論、創(chuàng)新之處、不足與展望。通過問卷調查分析,發(fā)現一些問題:(1)教師問題意識與行為不匹配、設計的問題質量不高、不夠重視學生自發(fā)提問以及對問題教學法的認識不全面;(2)多種因素影響學生自發(fā)提問和問題教學法的實施;(3)影響問題教學法實施的原因主要有應試教育的影響、學生問題意識的欠缺以及教師問題教學能力不足等。在調查的基礎上,針對問題提出一些實施策略:遵循問題教學法的實施原則;教師要加強理論學習,轉變傳統(tǒng)教育教學理念;創(chuàng)建和諧的教學環(huán)境;對不同教學環(huán)節(jié)的問題進行設計;注重培養(yǎng)學生的問題意識,提高學生提出問題的能力以及學生思考問題和解決問題的能力。通過進行教學實踐,對實驗班和對照班的期中與期末成績進行橫向與縱向的比較分析、對教學過程的跟蹤觀察、對學生地理興趣的訪談以及對兩班的情感互動中,得出問題教學法在初中地理課堂教學的應用中取得較好效果:一是有利于增強學生學習地理的興趣;二是有利于學生成績的提高;三是有利于改善課堂氛圍,使課堂環(huán)境更加自由、民主、和諧;四是有利于加強師生互動,培養(yǎng)師生感情;五是有利于師生成長達到雙贏。本文的主要結論有:(1)問題教學法的實施現狀有待改進;(2)提出問題教學法的實施策略;(3)問題教學法實施效果較好。創(chuàng)新之處在于:提出問題教學法在初中地理教學中的實施策略。在分析問題教學法應用現狀的基礎上,提出相應的實施策略,并通過教學實踐檢驗教學策略的有效性。
[Abstract]:With the globalization of the world and the deepening of information technology, the demand for high-quality talents in the world is increasing day by day, and the realization of innovative education is urgent. Since the implementation of the new curriculum reform, innovative education has been used to cultivate the students' innovative consciousness and innovative thinking by using the new teaching methods. The traditional teaching methods commonly used by teachers in the past have gradually incorporated into the new methods. Problem teaching is one of them. Problem teaching method combines knowledge, thinking, ability and emotion together, so that students can improve their thinking level and creative ability while acquiring knowledge, and cultivate students' emotion. Question teaching method, as a method that can change teachers and students' teaching and learning, stimulate students' enthusiasm in learning, improve students' thinking and solving problems, conform to the trend of the times and meet the requirements of contemporary education and teaching reform in China. This paper mainly adopts literature research, questionnaire, experiment, observation, interview and so on. First of all, the related materials of domestic and foreign problem teaching methods are sorted and analyzed, and the background, significance, ideas and methods of the research are put forward; secondly, the related concepts, theoretical basis and research progress are defined; third, through a large number of literature reading, And the junior high school geography teachers to investigate, compile questionnaires, analyze the application of junior high school geography classroom problem teaching methods; fourth, according to the existing problems in the application of the status quo, put forward the corresponding implementation strategies; fifth, Through the teaching practice of problem teaching method in junior middle school geography classroom, the effectiveness of the strategies put forward by the test is tested. Finally, the main conclusions, innovations, shortcomings and prospects of this study are summarized. Through the questionnaire investigation and analysis, we find that some teachers' problem awareness and behavior do not match, and the quality of the design problem is not high. Not paying enough attention to students' spontaneous questioning and understanding of question teaching methods are not comprehensive) many factors affect students' spontaneous questions and the implementation of question teaching methods. 3) the main reasons that affect the implementation of question teaching methods are the influence of examination-oriented education. The deficiency of students' problem consciousness and the deficiency of teachers' teaching ability. On the basis of investigation, some implementation strategies are put forward: following the implementation principle of problem-teaching method, teachers should strengthen theoretical study, change traditional educational and teaching ideas, create harmonious teaching environment; The problems in different teaching links should be designed, and the students' awareness of the problems should be cultivated, and the students' ability to ask questions and solve them should be improved. Through the teaching practice, the paper makes a horizontal and vertical comparative analysis of the midterm and final grades of the experimental class and the control class, tracks and observes the teaching process, interviews the students' interest in geography and the emotional interaction between the two classes. It is concluded that the problem teaching method has achieved good results in the application of junior high school geography classroom teaching: first, it is conducive to enhancing students' interest in learning geography; second, it is conducive to the improvement of students' achievements; third, it is conducive to improving the classroom atmosphere. Make the classroom environment more free, democratic, harmonious; fourth, is conducive to strengthen teacher-student interaction, cultivate teacher-student feelings; fifth, conducive to the growth of teachers and students to achieve win-win. The main conclusion of this paper is that the present situation of the implementation of the problem teaching method needs to be improved. (2) the implementation strategy of the problem teaching method is put forward and the effect of the problem teaching method is better than that of the question teaching method. The innovation lies in: put forward the implementation strategy of question teaching method in junior high school geography teaching. On the basis of analyzing the present situation of the application of the problem teaching method, this paper puts forward the corresponding implementation strategy, and tests the effectiveness of the teaching strategy through the teaching practice.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.55

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