基于生活中地理问题的探究式教学研究
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摘要
21世纪是知识经济时代,我国新一代国民应具有适应新时期社会、科技、经济发展要求的高素质。高中阶段的教育作为基础教育的一个重要组成部分,必须改变现有的人才培养模式,努力实现教学方式的变革,以促进学生的全面和谐发展,适应时代的要求。
中学地理教学改革涉及很多领域与范畴,本文以中学地理教学中与生活密切相关的地理问题作为突破口,对基于生活中地理问题的探究式教学进行研究,并力图通过课堂教学实践,探索出改革之路,为今后地理学科的探究式教学的研究与开展提供借鉴。
本文在查阅大量文献资料并作了深入分析研究的的基础上,对国内外探究式教学的研究和发展状况进行了回顾和评述。依据课堂教学实践的第一手资料,对中学地理探究式教学从理论和实践层面进行了初步分析和探讨。以地理学和教育学的相关理论为基础,对探究式教学从概念、理论基础及发展现状等方面进行了分析,以探究式教学的实施为重点进行了教学实践与理论探讨。
本文提供的地理探究式教学实践案例,是在中学地理教学中促进学生学会学习及培养学生的创新能力所进行的探索,以期在中学地理教学中就如何促进学生的发展起到一些作用。
The 21th century is a times belonging to knowledge economy, the new nationals should have the adequate quality to adapt themselves to society, science and technology, economy development in new conditions. As a very important basic part for education in high school, the education in high school should alter the current mode of personnel training, try to achieve the reform of teaching, and then greatly enhance the comprehensive and harmonious development to all students to fully adapt to the ask for new century.
The teaching reform in high school includes various areas. In this paper, we take the relative geographic teaching issues as a breakthrough, studied the preliminary exploration on the probing-style teaching method of geography based on the daily life, and tried to explore the way to reform via class teaching practice, and provided the examples for further study and development of probing-style teaching method of geography.
On the basis of large amounts of literatures and analytical study in details, we reviewed and further evaluated the current study and research of probing-style teaching method of geography; In addition, we analyzed and further probed the probing-style teaching method of geography from theory to practice in accordance with the first-hand teaching practice from our practice. Here, we take the relative theory from geography, pedagogy and psychology as research basis, investigated the probing-style teaching method of geography from concept, theoretical basis and current development status, and finally concentrated on the practice of probing-style teaching method of geography from teaching practice to theoretical study.
Furthermore, we also provided much more teaching cases to reflect how to improve the study efficiency and innovation for students in geographical teaching in high school, and it is good for geographical teaching to further improve the quality of students.
中学地理教学改革涉及很多领域与范畴,本文以中学地理教学中与生活密切相关的地理问题作为突破口,对基于生活中地理问题的探究式教学进行研究,并力图通过课堂教学实践,探索出改革之路,为今后地理学科的探究式教学的研究与开展提供借鉴。
本文在查阅大量文献资料并作了深入分析研究的的基础上,对国内外探究式教学的研究和发展状况进行了回顾和评述。依据课堂教学实践的第一手资料,对中学地理探究式教学从理论和实践层面进行了初步分析和探讨。以地理学和教育学的相关理论为基础,对探究式教学从概念、理论基础及发展现状等方面进行了分析,以探究式教学的实施为重点进行了教学实践与理论探讨。
本文提供的地理探究式教学实践案例,是在中学地理教学中促进学生学会学习及培养学生的创新能力所进行的探索,以期在中学地理教学中就如何促进学生的发展起到一些作用。
The 21th century is a times belonging to knowledge economy, the new nationals should have the adequate quality to adapt themselves to society, science and technology, economy development in new conditions. As a very important basic part for education in high school, the education in high school should alter the current mode of personnel training, try to achieve the reform of teaching, and then greatly enhance the comprehensive and harmonious development to all students to fully adapt to the ask for new century.
The teaching reform in high school includes various areas. In this paper, we take the relative geographic teaching issues as a breakthrough, studied the preliminary exploration on the probing-style teaching method of geography based on the daily life, and tried to explore the way to reform via class teaching practice, and provided the examples for further study and development of probing-style teaching method of geography.
On the basis of large amounts of literatures and analytical study in details, we reviewed and further evaluated the current study and research of probing-style teaching method of geography; In addition, we analyzed and further probed the probing-style teaching method of geography from theory to practice in accordance with the first-hand teaching practice from our practice. Here, we take the relative theory from geography, pedagogy and psychology as research basis, investigated the probing-style teaching method of geography from concept, theoretical basis and current development status, and finally concentrated on the practice of probing-style teaching method of geography from teaching practice to theoretical study.
Furthermore, we also provided much more teaching cases to reflect how to improve the study efficiency and innovation for students in geographical teaching in high school, and it is good for geographical teaching to further improve the quality of students.
引文
1 范益民,高中物理课堂探究式教学的探索与实践[D],西北师范大学,2006年
1 黄斯敏,高中物理探究式课堂教学的设计,http://phys.cersp.com/SYTJ/sGz/KXTJ/200705/3037_4.html
1 王慧君,谈谈探究,http://blog.cersp.com/userlog19/46943/archives/2007/512330.shtml,2007.8
[1]中华人民共和国教育部,教基(2001)17号,《基础教育课程改革纲要(试行)》,2001
[2]地理课程标准研制组,高中地理新课程标准,江苏教育出版社,南京,2003.11
[3]美国国家研究理事会,《国家科学教育标准》,1996年
[4]徐学福,美国“探究教学”研究30年,全球教育展望,2001(8)
[5]张崇善,探究式:课堂教学改革之理想选择,教育理论与实践,2001.11
[6]王民主编,地理新课程教学论,高等教育出版社,北京,2003.9,133-135
[7]陆静,新课程理念下基于生活问题的探究式教学方式的研究,中学地理教学参考,2006(9)
[8]段玉山主编,地理新课程研究性学习,高等教育出版社,北京,2003.9,47-48
[9]林志宏,中学生物探究式教学的实践探索,万方-中国学位论文全文数据库G663,91 2006
[10]张迎春,汪忠主编,生物学教学论,陕西师范大学出版社,2002.1
[11]李森、于泽元,对探究教学几个理论问题的认识,教育研究,北京教育科学出版社,2002(2)
[12]陆健身,现代教育展望[M],华东师范大学出版社,上海,2001
[13]柴西琴,对探究教学的认识与思考,课程.教材·教法,人民教育出版社,2001(8)
[14]魏锡山,关于“科学探究课”实验研究的理性思考学科教育,北京师范大学出版社,2000(1)
[15]地理课程标准研制组,高中地理新课程标准解读,江苏教育出版社,南京,2003.11
[16]陆静,中学地理课程中的环境教育,江苏教育出版社,南京,2007.10,29-40
[17]李旭旦,人文地理学概说[M],北京科学出版社,北京,1955,77-89
[18]王斌华,校本课程论[M],上海教育出版社,上海,2001,363
[19]Jacqueline Grennon Brooks、Martin G.Brooks著,范玮译,建构主义课堂教学案例[M],中国轻工业出版社,北京,2005,157
[20]黄忠敬,课程研究的基本范式及比较[J],教育理论与实践,2004(3),57-60
[21]王必亚,把探究式教学引入中学地理课堂教学,中学地理教学参考,2002(3)
[22]课改问答,地理教育,2006(6)
[23]罗星凯、李萍昌,探究式学习:含义、特征和核心要素[J],教育研究,北京, 2001(2)
[24]邹晓明,对高中物理“探究式课堂教学”探究程度的思考[J],物理教学探讨,重庆,2005(9)17
[25]黄斯敏,高中物理探究式课堂教学的设计[J]教学月刊(中学版),北京,2006(2)34
[26](英)夏洛特,梅森著、赵昌荣、李庆华译,教育是一种训练一学校应灌输怎样的知识,中国发展出版社,北京,2003
[27]范益民,高中物理课堂探究式教学的探索与实践[D],西北师范大学,2006年
[28][美]Frederi。kJ.Stephen,Ph.D.周渝毅、李云译,非常教师一优质教学的精髓,中国轻工业出版社,北京,2002.
[29]唐思群、屠荣生,师生沟通的艺术,教育科学出版社,北京,2002
[30]王北生,教学艺术,河南大学出版社,开封,2001
[31]探究性学习教学示例,浙江教育出版社,杭州,2004
[32]莫雷主编,教育心理学,广东高等教育出版社,2004
[33]R·M·加涅著,皮连生等译,教学设计原理[M],华东师范大学出版社出版,1990版
[34]夏志芳主编,地理课程与教学论,浙江教育出版社,2003.3
[35]段玉山主编,地理新课程课堂教学技能,高等教育出版社,北京,2003.7
[36]张熊飞,诱思探究,辽宁人民出版社,沈阳,1999
[37]靳玉乐,探究教学论,西南师范大学出版社,重庆,2000
[38]周小山、严先元,新课程的教学设计思路与教学模式,成都:四川大学出版社,2002.
[39]张天宝,主体性教育,教育科学出版社,北京,2001
[40]李晓文、王莹,教学策略,高等教育出版社,北京,2001
[41]施良方、崔允沸,教学理论-课堂教学的原理、策略与研究,华东师大出版社,上海,1999
[42]何克抗、郑永柏、谢幼如,教学系统设计,北京师范大学出版社,北京,2002
[43]郑金洲,教育通论,华东师范大学出版社,上海,2000
[44]张华,课程与教学论,上海教育出版社,上海,2000
[45]李秉德,李定仁,教学论,人民教育出版社,北京,1991
[46]张大均主编.教育心理学.人民出版社,2004、4
[47]徐学福,宋乃庆,20世纪探究教学的理论发展与启示,西南师大学报[J],2001.7
[48]Setrnberg,R.T.The nature of creativity,New York:Cambridge University Press,1988.
[49]Mansfeld,R.S.&Busse.T.V.The Psychology of creativity and discovery,Chinago: NelsonHall,1981.
[50]Swain,M.(1988).Manipulating and complementing content teaching to maximize second language learning."TESL Canad Journal",6,68-83.
[51]Schunk D.H.&Zimmerman B.J.(1994).《Self-regulation of learning and performance》Lawrence Erlbaum Associates,Publishers
[52]皮连生主编,教育心理学,上海教育出版社(第三版),上海,2004.8
1 黄斯敏,高中物理探究式课堂教学的设计,http://phys.cersp.com/SYTJ/sGz/KXTJ/200705/3037_4.html
1 王慧君,谈谈探究,http://blog.cersp.com/userlog19/46943/archives/2007/512330.shtml,2007.8
[1]中华人民共和国教育部,教基(2001)17号,《基础教育课程改革纲要(试行)》,2001
[2]地理课程标准研制组,高中地理新课程标准,江苏教育出版社,南京,2003.11
[3]美国国家研究理事会,《国家科学教育标准》,1996年
[4]徐学福,美国“探究教学”研究30年,全球教育展望,2001(8)
[5]张崇善,探究式:课堂教学改革之理想选择,教育理论与实践,2001.11
[6]王民主编,地理新课程教学论,高等教育出版社,北京,2003.9,133-135
[7]陆静,新课程理念下基于生活问题的探究式教学方式的研究,中学地理教学参考,2006(9)
[8]段玉山主编,地理新课程研究性学习,高等教育出版社,北京,2003.9,47-48
[9]林志宏,中学生物探究式教学的实践探索,万方-中国学位论文全文数据库G663,91 2006
[10]张迎春,汪忠主编,生物学教学论,陕西师范大学出版社,2002.1
[11]李森、于泽元,对探究教学几个理论问题的认识,教育研究,北京教育科学出版社,2002(2)
[12]陆健身,现代教育展望[M],华东师范大学出版社,上海,2001
[13]柴西琴,对探究教学的认识与思考,课程.教材·教法,人民教育出版社,2001(8)
[14]魏锡山,关于“科学探究课”实验研究的理性思考学科教育,北京师范大学出版社,2000(1)
[15]地理课程标准研制组,高中地理新课程标准解读,江苏教育出版社,南京,2003.11
[16]陆静,中学地理课程中的环境教育,江苏教育出版社,南京,2007.10,29-40
[17]李旭旦,人文地理学概说[M],北京科学出版社,北京,1955,77-89
[18]王斌华,校本课程论[M],上海教育出版社,上海,2001,363
[19]Jacqueline Grennon Brooks、Martin G.Brooks著,范玮译,建构主义课堂教学案例[M],中国轻工业出版社,北京,2005,157
[20]黄忠敬,课程研究的基本范式及比较[J],教育理论与实践,2004(3),57-60
[21]王必亚,把探究式教学引入中学地理课堂教学,中学地理教学参考,2002(3)
[22]课改问答,地理教育,2006(6)
[23]罗星凯、李萍昌,探究式学习:含义、特征和核心要素[J],教育研究,北京, 2001(2)
[24]邹晓明,对高中物理“探究式课堂教学”探究程度的思考[J],物理教学探讨,重庆,2005(9)17
[25]黄斯敏,高中物理探究式课堂教学的设计[J]教学月刊(中学版),北京,2006(2)34
[26](英)夏洛特,梅森著、赵昌荣、李庆华译,教育是一种训练一学校应灌输怎样的知识,中国发展出版社,北京,2003
[27]范益民,高中物理课堂探究式教学的探索与实践[D],西北师范大学,2006年
[28][美]Frederi。kJ.Stephen,Ph.D.周渝毅、李云译,非常教师一优质教学的精髓,中国轻工业出版社,北京,2002.
[29]唐思群、屠荣生,师生沟通的艺术,教育科学出版社,北京,2002
[30]王北生,教学艺术,河南大学出版社,开封,2001
[31]探究性学习教学示例,浙江教育出版社,杭州,2004
[32]莫雷主编,教育心理学,广东高等教育出版社,2004
[33]R·M·加涅著,皮连生等译,教学设计原理[M],华东师范大学出版社出版,1990版
[34]夏志芳主编,地理课程与教学论,浙江教育出版社,2003.3
[35]段玉山主编,地理新课程课堂教学技能,高等教育出版社,北京,2003.7
[36]张熊飞,诱思探究,辽宁人民出版社,沈阳,1999
[37]靳玉乐,探究教学论,西南师范大学出版社,重庆,2000
[38]周小山、严先元,新课程的教学设计思路与教学模式,成都:四川大学出版社,2002.
[39]张天宝,主体性教育,教育科学出版社,北京,2001
[40]李晓文、王莹,教学策略,高等教育出版社,北京,2001
[41]施良方、崔允沸,教学理论-课堂教学的原理、策略与研究,华东师大出版社,上海,1999
[42]何克抗、郑永柏、谢幼如,教学系统设计,北京师范大学出版社,北京,2002
[43]郑金洲,教育通论,华东师范大学出版社,上海,2000
[44]张华,课程与教学论,上海教育出版社,上海,2000
[45]李秉德,李定仁,教学论,人民教育出版社,北京,1991
[46]张大均主编.教育心理学.人民出版社,2004、4
[47]徐学福,宋乃庆,20世纪探究教学的理论发展与启示,西南师大学报[J],2001.7
[48]Setrnberg,R.T.The nature of creativity,New York:Cambridge University Press,1988.
[49]Mansfeld,R.S.&Busse.T.V.The Psychology of creativity and discovery,Chinago: NelsonHall,1981.
[50]Swain,M.(1988).Manipulating and complementing content teaching to maximize second language learning."TESL Canad Journal",6,68-83.
[51]Schunk D.H.&Zimmerman B.J.(1994).《Self-regulation of learning and performance》Lawrence Erlbaum Associates,Publishers
[52]皮连生主编,教育心理学,上海教育出版社(第三版),上海,2004.8