【摘要】：地理教師課堂教學行為是指教師在地理課堂教學過程中,基于自己的地理教育理念、教學個性、專業(yè)知識與技能、教學實踐知識與地理課堂實踐智慧,在具體地理課堂教學情境中所表現出的教學行為操作方式。本論文以施良方和夏志芳教授關于教師課堂主要教學行為的分類為理論框架,以課堂觀察表作為研究工具,采用課堂觀察和訪談相結合的方法,從講授行為、提問行為、呈示行為、討論指導行為和地理實驗操作行為五個維度全面分析了當前舟曲Y中學地理教師的課堂教學行為。通過對舟曲Y中學15位地理教師的課堂教學行為進行觀察和訪談,旨在找出該校地理教師課堂教學行為存在的不足,并進一步提出改進該校地理教師課堂教學行為的建議。本文通過對舟曲Y中學15位地理教師的課堂教學行為進行觀察與訪談,發(fā)現該校教師的地理課堂教學行為具備講授時能準確運用專業(yè)術語,且能與“三板”有機結合;板書設計合理、形式優(yōu)美;教師能通過提問和交流等形式與學生進行互動,體現了學生的主體地位;創(chuàng)立了一種平等、和諧的師生關系等這些優(yōu)點。同時也存在著一些不足尚需改進,例如,講授時提供的例子過于單調,使課堂缺乏感染力;課堂提問質量不高;課堂討論流于形式,實效性不高;過分依賴多媒體,影響了教學的效果;教學掛圖的使用和地理實驗操作方面極其薄弱。教師的課堂教學行為受到多方面因素的影響。通過查閱相關資料以及和教師的訪談與交流,歸納出了影響舟曲Y中學地理教師課堂教學行為的因素主要有:教師的教育理念、專業(yè)知識、教學技能、學生的學習基礎和學習態(tài)度、工作負擔及時間的限制、學校對教師評價制度的干擾和各級各類考試的影響。針對當前舟曲Y中學地理教師課堂教學行為的現狀,本文從加強教師的理論學習、開展“同課異構”教學活動、倡導地理學科的“主題教研”、教師不斷進行教學反思和改革教學評價制度五方面提出了整體的策略。同時針對講授行為、提問行為、呈示行為、討論指導行為和地理實驗操作行為五種課堂教學行為分別提出了具體可行的實施策略。
[Abstract]:The classroom teaching behavior of geography teachers refers to the teachers' teaching practice knowledge and practical wisdom in geography classroom, based on their own geography education concept, teaching personality, professional knowledge and skills, teaching practice knowledge and geography classroom practical wisdom. In the specific geography classroom teaching situation shows the teaching behavior operation way. This thesis is based on the theoretical framework of Shi Liangfang and Professor Xia Zhifang's classification of the main teaching behaviors of teachers in the classroom, taking the classroom observation table as the research tool, using the method of combining classroom observation and interview, from the teaching behavior to the questioning behavior. Presenting behavior, discussing guiding behavior and operating behavior of geography experiment, this paper comprehensively analyzes the classroom teaching behavior of geography teachers in Zhouqu Y middle school. By observing and interviewing the classroom teaching behavior of 15 geography teachers in Zhouqu Y Middle School, this paper aims to find out the shortcomings of the classroom teaching behavior of geography teachers in this school and put forward some suggestions to improve the classroom teaching behavior of geography teachers in this school. By observing and interviewing the classroom teaching behavior of 15 geography teachers in Zhouqu Y Middle School, this paper finds that the teachers' geography classroom teaching behavior has the ability to use professional terms accurately when teaching, and can combine with "three boards" organically. The blackboard design is reasonable and the form is beautiful; teachers can interact with students through questioning and communication, which reflects the students' main position; creates a kind of equal, harmonious relationship between teachers and students and so on. At the same time, there are some shortcomings that need to be improved, such as the monotony of the examples provided in the lecture, the lack of appeal in the classroom, the low quality of the classroom questions, the formality of the discussion in the classroom, the lack of effectiveness, and the excessive reliance on multimedia. The application of wall chart and the operation of geography experiment are very weak. Teachers' classroom teaching behavior is influenced by many factors. By consulting relevant materials and interviewing and communicating with teachers, the author concludes that the main factors influencing the classroom teaching behavior of geography teachers in Zhouqu Y are: teachers' educational concept, professional knowledge, teaching skills, etc. Students' learning basis and attitude, work burden and time limit, the interference of school to teacher evaluation system and the influence of all kinds of examinations. In view of the present situation of geography teachers' classroom teaching behavior in Zhouqu Y Middle School, this paper focuses on strengthening the teachers' theoretical study, carrying out the teaching activities of "isomerism in the same class", and advocating the "subject teaching and research" of the geography subject. Teachers constantly carry on teaching reflection and reform teaching evaluation system five aspects put forward the overall strategy. At the same time, five kinds of classroom teaching behaviors, such as teaching behavior, questioning behavior, presenting behavior, discussing guiding behavior and geography experiment operation behavior, are put forward respectively.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.55

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