【摘要】：隨著教學(xué)改革的深入,為每一位學(xué)生提供因材施教的教育理念日益被認可。高中地理課程標準明確提出了“重視對地理問題的探究”,故人教版地理教材順應(yīng)先進教學(xué)理念,增設(shè)了“問題研究”專欄,以結(jié)合每一章的知識點,用不同類型的實際問題來指導(dǎo)教師及學(xué)生進行地理課題研究。在實際教學(xué)中,受限于教學(xué)時間的限制以及地理教師本身教學(xué)技巧的限制等諸多因素,高中地理“問題研究”專欄的教學(xué)工作開展并不順利。本文嘗試使用科學(xué)取向教學(xué)論作為理論依據(jù),結(jié)合微課開發(fā)技巧,對高中地理“問題研究”專欄進行微課設(shè)計探究。期望提高設(shè)計環(huán)節(jié)的效率,來增強該專欄實施教學(xué)的可能性。本文分六章來對基于科學(xué)取向教學(xué)論高中地理“問題研究”專欄微課設(shè)計探究進行說明。第一章:引言。主要就目前社會及學(xué)生對高中地理教學(xué)的新要求進行闡述。從國家級、校級、個人三個層面上闡明研究問題的提出背景。同時提出了本文的研究意義及研究方法、思路。第二章:理論概述及研究現(xiàn)狀。該章介紹了微課、科學(xué)取向教學(xué)論、高中地理“問題研究”專欄三方面所蘊涵的概念、理論、研究現(xiàn)狀。解釋了“為什么?”要開展高中地理“問題研究”專欄教學(xué);“怎么教學(xué)?”——可用微課作為教學(xué)載體�！霸趺锤咝Ы虒W(xué)?”——基于科學(xué)取向教學(xué)論的微課設(shè)計作為前提。第三章:高中地理“問題研究”專欄教學(xué)情況調(diào)查分析。設(shè)計調(diào)查問卷,對成都市郫都區(qū)高中地理“問題研究”專欄教學(xué)狀況進行調(diào)研。發(fā)現(xiàn)實際教學(xué)中存在的問題,試圖驗證本主題研究的必要性。第四章:基于科學(xué)取向教學(xué)論高中地理“問題研究”專欄微課設(shè)計。本章是論文的核心部分。介紹論文主要研究的優(yōu)勢,闡明設(shè)計流程。最終形成基于科學(xué)取向教學(xué)論高中地理“問題研究”專欄微課設(shè)計的范式。并將范式投入實際教學(xué)中使用。獲得教師和學(xué)生兩方的使用反饋。驗證范式的可行性和實用性。第五章:總結(jié)。該章總結(jié)了研究結(jié)果,歸納了研究的貢獻和創(chuàng)新之處,反思研究的不足并提出展望。
[Abstract]:With the deepening of the teaching reform, the educational idea of providing each student with teaching according to his aptitude is increasingly recognized. The high school geography curriculum standard clearly puts forward "pay attention to the exploration of the geography problem", the old people's education edition geography textbook conforms to the advanced teaching idea, has added the "question research" column, in order to combine each chapter's knowledge point, the old person education edition geography textbook conforms to the advanced teaching idea, Use different types of practical problems to guide teachers and students in geography research. In the actual teaching, limited by the limitation of teaching time and teaching skills of geography teachers themselves, the teaching work of "problem Research" column in senior high school geography is not carried out smoothly. This article attempts to use the scientific orientation teaching theory as the theoretical basis, unifies the microcourse development skill, carries on the microcourse design inquiry to the senior high school geography "question research" column. Expect to improve the efficiency of the design process to enhance the teaching of the column possibilities. This paper is divided into six chapters to explain the design of micro-course of senior high school geography based on scientific orientation teaching theory. Chapter one: introduction. This paper mainly expounds the new requirements of high school geography teaching in the society and students. From the national level, school level, personal three levels to clarify the background of research issues. At the same time, the research significance, research methods and ideas of this paper are put forward. The second chapter: the theory summary and the research present situation. This chapter introduces the concept, theory and research status of micro-class, science-oriented teaching theory and senior high school geography "problem study" column. Explains "Why?" It is necessary to carry out "problem study" column teaching in senior high school geography and "how to teach?" which can be used as teaching carrier. "how to teach efficiently?"-the microcourse design based on the scientific orientation teaching theory as the premise. Chapter three: the investigation and analysis of the teaching situation of senior high school geography "problem study". A questionnaire was designed to investigate the teaching status of the "problem study" column of senior high school geography in Yudu District, Chengdu. Find out the problems in practical teaching and try to verify the necessity of this subject. Chapter four: the design of micro-course based on science-oriented teaching theory of senior high school geography "problem study". This chapter is the core of the thesis. This paper introduces the advantages of the main research and clarifies the design process. Finally, the microcourse design paradigm based on scientific orientation teaching theory of senior high school geography "problem study" is formed. And put the paradigm into practical teaching. Get feedback from both teachers and students. Verify the feasibility and practicability of the paradigm. Chapter five: summary. This chapter summarizes the research results, summarizes the contributions and innovations of the research, reflects on the shortcomings of the research and puts forward the prospects.
【學(xué)位授予單位】：四川師范大學(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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本文編號：2318411