本文選題：PBL模式 + 自主學(xué)習(xí)��； 參考：《蘇州大學(xué)》2016年碩士論文

【摘要】：隨著信息社會的快速發(fā)展,社會對于人才的要求也不斷提高。社會需要有創(chuàng)新能力和有自主解決問題能力的人才,而不是只會機械背課本知識的人,這就對基礎(chǔ)教育提出了更高的要求�！镀胀ǜ咧械乩碚n程標準》提出“重視對地理問題的探究”的基本理念,以及“嘗試從學(xué)習(xí)和生活中發(fā)現(xiàn)地理問題,提出探究方案,與他人合作,開展調(diào)查研究,提出解決問題的對策”的課程目標。因此,著力改變傳統(tǒng)的灌輸式教學(xué)方式,以實際生活中的問題為中心,引導(dǎo)學(xué)生通過小組合作發(fā)揮主觀能動性和創(chuàng)新能力,提出解決問題的方案,最終達到提高解決問題能力的目標,就成為基礎(chǔ)教育尤其是地理教育的重要內(nèi)容。隨著國家對教學(xué)改革的不斷重視,基礎(chǔ)教育越來越強調(diào)培養(yǎng)學(xué)生的綜合學(xué)習(xí)能力。PBL模式以學(xué)生生活中真實的、復(fù)雜的問題激發(fā)學(xué)生學(xué)習(xí)興趣,使學(xué)生在合作探究問題的過程中完成知識的自主建構(gòu),提高自主學(xué)習(xí)能力、小組合作能力、搜集信息能力和解決問題能力,促進學(xué)生的全面發(fā)展,培養(yǎng)學(xué)生基本的地理素養(yǎng),符合教學(xué)改革對學(xué)生培養(yǎng)的要求,也為基礎(chǔ)教育發(fā)展提供了努力的方向。本研究主要包括六大部分:第一部分:緒論。主要介紹了課題的研究背景與意義,對自主學(xué)習(xí)的核心概念進行了界定,明確了自主學(xué)習(xí)的內(nèi)涵與特征;從國內(nèi)外兩個方面分別論述了本課題的研究動態(tài)及發(fā)展趨勢,對現(xiàn)有研究成果予以了整理;最后對本文的研究方法與研究目標進行了簡要闡述。第二部分:理論基礎(chǔ)。分別對自主學(xué)習(xí)相關(guān)的主體教育理論、建構(gòu)主義教學(xué)理論、人本主義教學(xué)理論、最近發(fā)展區(qū)教學(xué)理論等主要理論進行了簡要的論述。第三部分:關(guān)于高中地理自主學(xué)習(xí)中教師行為與學(xué)生期待的調(diào)查。通過對當前高中地理自主學(xué)習(xí)中的教師行為與學(xué)生期待實施問卷,并在對調(diào)查結(jié)果進行統(tǒng)計與分析之后,明確了高中生的自主學(xué)習(xí)能力提升方面的影響因素。第四部分:基于自主學(xué)習(xí)的高中地理課堂教學(xué)模式的要素分析。首先說明了基于自主學(xué)習(xí)的高中地理課堂教學(xué)改革的可行性,有賴于高中生自身的特點與知識結(jié)構(gòu)水平,同時也是地理學(xué)科嚴密的思維邏輯與推導(dǎo)能力需求的必然;其次對高中地理PBL教學(xué)模式的設(shè)計特征、目標、原則及具體的程序步驟進行了重點論述,明確了在當前高中地理自主學(xué)習(xí)能力提升過程中PBL模式的可行性。第五部分:地理課堂PBL教學(xué)模式的案例研究。以案例研究的方法對PBL教學(xué)模式實施前后的學(xué)生自主學(xué)習(xí)變化進行了調(diào)查與分析,最終得出了PBL在高中地理課堂教學(xué)改革中,能夠有效提升學(xué)生自主學(xué)習(xí)能力的結(jié)論。第六部分:結(jié)論與展望。對本文研究進行總結(jié),并對未來的課題研究方向做出了展望。
[Abstract]:With the rapid development of the information society, the demand for talents has been raised. Society needs people with the ability to innovate and solve problems on their own, rather than those who memorize the knowledge of textbooks. This puts forward higher requirements for basic education. The General Senior High School Geography Curriculum Standard puts forward the basic idea of "paying attention to the exploration of geographical problems" and "trying to find geographical problems from study and life, and putting forward inquiry schemes." Cooperate with others, carry out investigation and research, propose solutions to the problem "course objectives." Therefore, we should try to change the traditional teaching method, take the problems in real life as the center, guide the students to bring their initiative and innovation into full play through group cooperation, and put forward solutions to the problems. Finally, to achieve the goal of improving the ability to solve problems has become an important content of basic education, especially geography education. With the continuous attention of the country to the teaching reform, the basic education emphasizes more and more on cultivating the students' comprehensive learning ability. PBL model stimulates the students' interest in learning by the real and complicated problems in their life. In the process of cooperative inquiry, students can build their own knowledge, improve their autonomous learning ability, cooperate in groups, collect information and solve problems, promote students' overall development, and cultivate students' basic geographical literacy. In line with the requirements of teaching reform for the cultivation of students, it also provides a direction for the development of basic education. This research mainly includes six parts: the first part: introduction. This paper mainly introduces the research background and significance of the subject, defines the core concepts of autonomous learning, clarifies the connotation and characteristics of autonomous learning, discusses the research trends and development trends of this subject from two aspects at home and abroad. Finally, the research methods and objectives of this paper are briefly described. The second part: theoretical basis. The main theories about autonomous learning, such as the subject education theory, constructivism teaching theory, humanism teaching theory and the teaching theory of the proximal development area, are briefly discussed in this paper. Part three: a survey of teachers' behavior and students' expectation in high school geography autonomous learning. Based on the questionnaire of teachers' behavior and students' expectation in geography autonomous learning in senior high school at present, the factors influencing the improvement of autonomous learning ability of senior high school students are identified after the statistics and analysis of the results of the survey. The fourth part: the analysis of the elements of high school geography classroom teaching model based on self-learning. First of all, it shows that the feasibility of the reform of geography classroom teaching based on autonomous learning depends on the characteristics and knowledge structure level of senior high school students themselves, and it is also the necessity of strict thinking logic and deductive ability of geography discipline. Secondly, it focuses on the design features, objectives, principles and specific procedures of the high school geography PBL teaching model, and clarifies the feasibility of the PBL model in the process of improving the senior high school geography autonomous learning ability. The fifth part: the case study of geography classroom PBL teaching model. This paper makes an investigation and analysis of the changes of students' autonomous learning before and after the implementation of PBL teaching mode by the method of case study, and finally comes to the conclusion that PBL can effectively improve students' autonomous learning ability in the reform of geography classroom teaching in senior high school. The sixth part: conclusion and prospect. The research of this paper is summarized, and the future research direction is prospected.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.55

【引證文獻】

相關(guān)期刊論文 前1條

1 施偉;;PBL模式在高中地理教學(xué)中的應(yīng)用思考[J];成才之路;2017年26期

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本文編號：1970415