【摘要】：為了適應(yīng)社會發(fā)展的需要,迎接信息時代的挑戰(zhàn)。在中學(xué)地理教學(xué)中,要培養(yǎng)學(xué)生的地理素養(yǎng),注重學(xué)生具備適應(yīng)終身發(fā)展和社會需要的品質(zhì)。但是傳統(tǒng)的教學(xué)模式在教學(xué)中仍占有較大比重,教學(xué)過程中仍然以教師的教為主,忽視學(xué)生學(xué)的過程,這樣的教學(xué)方式不能幫助學(xué)生建立起良好的學(xué)習習慣,特別是對于地理的學(xué)習,無法培養(yǎng)學(xué)生形成未來公民必備的地理素養(yǎng)。因此,在地理課堂的教學(xué)中,為加強課堂的教學(xué)創(chuàng)新,實現(xiàn)教師教學(xué)方式和學(xué)生學(xué)習方式的轉(zhuǎn)變,在學(xué)習過程中穿插合作、探究等教學(xué)活動方式,培養(yǎng)學(xué)生的提出、分析和解決問題的能力,提高學(xué)生學(xué)習地理的興趣,進一步提高教學(xué)質(zhì)量。筆者運用馬登現(xiàn)象圖式理論進行地理變式教學(xué)設(shè)計,幫助學(xué)生形成地理核心素養(yǎng)。本論文在教育實踐的基礎(chǔ)上,主要利用馬登現(xiàn)象圖式理論,并結(jié)合其他教育理論,如:奧蘇貝爾的有意義的學(xué)習理論,維果斯基的最近發(fā)展區(qū)理論以及皮亞杰的認知發(fā)展理論。在理論基礎(chǔ)上對中學(xué)地理知識進行變式教學(xué)設(shè)計。在教學(xué)過程中,主要采用概念性變式教學(xué)和過程性變式教學(xué)兩種方式設(shè)計教學(xué)過程。借助情境轉(zhuǎn)化的方式,如提供實物、事實或事例等,幫助學(xué)生在具體情境中掌握地理知識;或者,在進行教學(xué)設(shè)計時,變換地理事物的角度,從空間變式的角度解決教學(xué)的難點;再或者,可以借助圖文轉(zhuǎn)換的方式,如將文字轉(zhuǎn)化為圖片,可以給學(xué)生呈現(xiàn)直觀的示意圖,使學(xué)生形成具體的地理表象�？梢詫W(xué)生學(xué)習的注意力集中于地理事物的特征上,有利于學(xué)生鑒別地理事物,從而實現(xiàn)有效的地理學(xué)習。對地理概念有一個清晰的認識,鑒別概念的外延和內(nèi)涵。在教學(xué)過程中,注重培養(yǎng)學(xué)生的地理思維,空間能力,讓學(xué)生用發(fā)展的眼光看待問題。在教學(xué)實踐方面,筆者以中圖版高中地理必修一教材部分內(nèi)容為例,詳細介紹了利用馬登現(xiàn)象圖式理論所設(shè)計的變式教學(xué)過程。變式教學(xué)設(shè)計的主要包括:情境導(dǎo)入,新課的講解過程,鞏固提升以及課下的練習等環(huán)節(jié)。特別是在新課講解過程中,注重進行變式教學(xué)設(shè)計,充分利用理論知識設(shè)計教學(xué)過程,幫助學(xué)生鑒別所學(xué)習的內(nèi)容,形成科學(xué)的地理知識體系。經(jīng)過筆者在山東師范大學(xué)附屬中學(xué)進行變式教學(xué)實踐,發(fā)現(xiàn)適當?shù)淖兪浇虒W(xué),可以幫助學(xué)生進行有意義學(xué)習,建立新舊知識之間的聯(lián)系。通過數(shù)據(jù)分析,可以看出實驗組的成績上升更加的顯著,充分驗證了結(jié)合馬登現(xiàn)象圖式理論進行的變式教學(xué)設(shè)計具有可行性和有效性。由于筆者教學(xué)經(jīng)驗有限,只進行中圖版必修一的教學(xué)設(shè)計。論文有不足之處,希望以后的研究予以更正和彌補。
[Abstract]:In order to meet the needs of social development, meet the challenges of the information age. In the middle school geography teaching, we should train the students' geography literacy and pay attention to the students' quality which adapts to the development of life and the needs of the society. However, the traditional teaching mode still occupies a large proportion in teaching. In the process of teaching, teachers still give priority to teaching and ignore the process of students' learning. Such teaching methods cannot help students to establish good learning habits. Especially for the study of geography, students can not form the necessary geographical literacy of future citizens. Therefore, in order to strengthen the classroom teaching innovation and realize the transformation of the teachers' teaching method and the students' learning style, in the geography classroom teaching, the teaching activities such as cooperation and inquiry are interspersed in the learning process, so as to train the students to put forward. Ability to analyze and solve problems, improve students' interest in learning geography, and further improve teaching quality. In order to help students form the core accomplishment of geography, the author uses the theory of Madden phenomenon schema to design the geography variation teaching. On the basis of educational practice, this thesis mainly uses the theory of Madden phenomenon schema and other educational theories, such as Ausubel's theory of meaningful learning, Vygoski's theory of proximal development area and Piaget's theory of cognitive development. On the basis of theory, we design the geography knowledge in middle school. In the process of teaching, conceptual variant teaching and process variant teaching are mainly used to design the teaching process. With the help of situational transformation, such as providing physical objects, facts or examples, help students master geographical knowledge in specific situations; Or, in the teaching design, changes the geography matter angle, from the spatial variant angle solves the teaching difficult point; Alternatively, the students can be shown intuitionistic schematics by means of graphic and text conversion, such as transforming text into pictures, so that students can form concrete geographical representation. Students can focus their attention on the characteristics of geographical things, which is helpful for students to distinguish geographical things and realize effective geographical learning. Have a clear understanding of geographical concepts, identify the concept of extension and connotation. In the process of teaching, we should pay attention to cultivating students' geographical thinking and spatial ability, so that students can look at problems from the perspective of development. In the aspect of teaching practice, the author takes the part of textbook of geography compulsory course in middle school as an example, and introduces in detail the course of variant teaching designed by using the theory of Madden phenomenon schema. The design of variant teaching mainly includes: situational introduction, explaining process of new class, consolidation and promotion, and practice after class and so on. Especially in the course of explaining the new course, we should pay attention to the design of variable teaching, make full use of the teaching process of theoretical knowledge design, help students to distinguish the contents of their study and form a scientific geographical knowledge system. Through the practice of variant teaching in the secondary school affiliated to Shandong normal University, it is found that proper variant teaching can help students to study meaningfully and establish the relationship between new and old knowledge. Through the data analysis, we can see that the results of the experimental group increased more significantly, which fully verified the feasibility and effectiveness of the variant teaching design combined with the theory of Madden phenomenon schema. Due to the author's limited teaching experience, only the Chinese version of the required teaching design. There are shortcomings in the paper, I hope the future research will be corrected and remedied.
【學(xué)位授予單位】：山東師范大學(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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