本文選題：翻轉(zhuǎn)課堂 + 高中自然地理��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：翻轉(zhuǎn)課堂教學(xué)模式是在信息技術(shù)背景下由美國發(fā)展起來的教學(xué)模式,該模式自2011年傳入我國后,我國眾多一線教師都嘗試著將該模式運用于地理學(xué)科的教學(xué)過程中,并在實踐過程中探索出眾多適合自身實際情況的翻轉(zhuǎn)模式。翻轉(zhuǎn)課堂教學(xué)模式由學(xué)生自主學(xué)習(xí)及師生共同探究兩部分組成,高質(zhì)量的自主學(xué)習(xí)是翻轉(zhuǎn)課堂順利進(jìn)行的前提與基礎(chǔ)。本研究重在探討高中自然地理翻轉(zhuǎn)課堂學(xué)生自主學(xué)習(xí)階段學(xué)習(xí)目標(biāo)、學(xué)習(xí)任務(wù)及學(xué)習(xí)評價設(shè)計的相關(guān)理論與操作方法,以期能夠更好的促進(jìn)翻轉(zhuǎn)課堂在高中自然地理教學(xué)中的應(yīng)用。全文主要由以下六部分構(gòu)成:第一部分為緒論,主要介紹了基于翻轉(zhuǎn)課堂的高中自然地理前置學(xué)習(xí)設(shè)計的研究背景、研究的理論與實踐意義及翻轉(zhuǎn)課堂、前置學(xué)習(xí)設(shè)計、地理前置學(xué)習(xí)設(shè)計的國內(nèi)外研究現(xiàn)狀,并確立了本文的研究思路。第二部分首先對翻轉(zhuǎn)課堂、前置學(xué)習(xí)及自然地理前置學(xué)習(xí)設(shè)計等概念進(jìn)行了界定,其次介紹了自然地理前置學(xué)習(xí)目標(biāo)、學(xué)習(xí)任務(wù)、學(xué)習(xí)評價設(shè)計的理論基礎(chǔ):教育目標(biāo)分類學(xué)理論、建構(gòu)主義理論、地理課程與教學(xué)理論。第三部分本文通過問卷調(diào)查法與視頻觀察法對翻轉(zhuǎn)課堂教學(xué)模式下高中自然地理前置學(xué)習(xí)設(shè)計的現(xiàn)狀進(jìn)行了調(diào)查與分析。通過調(diào)查,發(fā)現(xiàn)當(dāng)前高中自然地理前置學(xué)習(xí)設(shè)計中還存在一些問題,主要表現(xiàn)在:前置學(xué)習(xí)目標(biāo)設(shè)計的主觀性較強、過于注重地理知識與技能目標(biāo)的設(shè)計;前置學(xué)習(xí)任務(wù)設(shè)計的針對性和開放性較弱,自然地理微視頻設(shè)計過程中教師與學(xué)生的互動較少;前置學(xué)習(xí)評價仍存在重結(jié)果輕過程的傾向,評價主體、評價方式、評價維度單一。第四部分本文運用文獻(xiàn)研究法并結(jié)合高中自然地理前置學(xué)習(xí)設(shè)計現(xiàn)狀中存在的問題提出了自然地理前置學(xué)習(xí)目標(biāo)設(shè)計的原則與流程、自然地理前置學(xué)習(xí)任務(wù)設(shè)計的原則及針對不同類型知識的前置學(xué)習(xí)任務(wù)設(shè)計策略、自然地理微視頻的設(shè)計流程、自然地理前置學(xué)習(xí)過程評價及前置學(xué)習(xí)結(jié)果評價的方法。第五部分,本文在人教版高中地理教材中選取了自然地理原理知識《世界海洋表層洋流的分布》和自然地理影響類知識《合理利用水資源》按照本文第四章提出的原則與方法設(shè)計了具體的案例。第六部分主要闡述了本文的研究結(jié)論,揭示了研究中存在的不足及本文今后的研究方向。
[Abstract]:The flipping classroom teaching model is developed by the United States under the background of information technology. Since it was introduced into China in 2011, many front-line teachers in our country have tried to apply this model to the teaching process of geography. And in the process of practice to explore a number of reversal models suitable for their own actual situation. The flipped classroom teaching model consists of two parts: students' autonomous learning and teachers' and students' inquiry. High quality autonomous learning is the premise and foundation for the smooth implementation of the flipping classroom. This study focuses on the learning objectives, learning tasks and learning evaluation design of the students in the natural geography flipping classroom in senior high school. The purpose of this paper is to promote the application of flipping classroom in the teaching of natural geography in senior high school. The thesis is composed of the following six parts: the first part is the introduction, which mainly introduces the research background, the theoretical and practical significance, the reverse classroom and the pre-learning design of the natural geography fore-learning design in senior high school based on flipping classroom. The present situation of geography fore-learning design at home and abroad, and established the research idea of this paper. In the second part, the concepts of flipping class, prelearning and design of prelearning of natural geography are defined, and then the objectives and tasks of prelearning of natural geography are introduced. The theoretical basis of learning evaluation design: educational objective classification theory, constructivism theory, geography curriculum and teaching theory. In the third part, the author investigates and analyzes the present situation of the pre-learning design of senior high school natural geography under the mode of flipping classroom teaching by means of questionnaire survey and video observation. Through the investigation, it is found that there are still some problems in the design of pre-learning of natural geography in senior high school. The main problems are as follows: the design of pre-learning goal is subjective, and the design of geographical knowledge and skill goal is too important; The design of pre-learning task is weak in pertinence and openness, the interaction between teachers and students is less in the process of designing micro-video of natural geography, and there is still the tendency of emphasizing the result and the process, the main body and the way of evaluation. The evaluation dimension is single. In the fourth part, the author puts forward the principle and process of the design of the natural geography prelearning goal by using the literature research method and combining with the existing problems in the present situation of the natural geography prelearning design in senior high school. The design principle of prelearning task of natural geography, the design strategy of prelearning task for different types of knowledge, the design flow of micro-video of natural geography, the evaluation of prelearning process of natural geography and the method of evaluating the result of prelearning. Part V, In this paper, the author selects the knowledge of natural geography principle "the distribution of the world ocean surface ocean current" and the "rational use of water resources" in the geography textbook of senior high school. According to the principles and methods proposed in the fourth chapter of this paper A specific case is designed. The sixth part mainly elaborates the research conclusion, reveals the deficiency in the research and the research direction in the future.
【學(xué)位授予單位】：華中師范大學(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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