地理师范生新课标培训中的微格教学模式
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摘要
地理新课标培训在我国开始实施的时间将近十年,在四川师范大学地理学院也进行了近五年,但地理师范生对其认识和重视还不够,对地理新课程教学实施方法还不太熟悉。而地理微格教学课堂正是培养适应地理新课标、提高地理师范生教学技能的场所。但以往的微格教学模式深受传统的教学观影响,微格教学的进行还是以“教师、教材、课堂”为中心,以讲授法为主,不利于培养符合地理新课标要求的师范生,这就需要构建新的微格教学模式,使师范生在进入正式教学岗位前就具备了符合地理新课标要求的教学技能,提前适应地理新课改。
那么如何构建呢?这就是本课题所要解决的关键问题。我认为最为关键的是要使师范生的思想观念发生变化,因为思想观念对其行为起着决定作用,其做法就是不断强化他们对“地理新课标基本理念”的认识,把“地理新课标基本理念”这一要素引入到微格教学模式中,构建新的培养符合地理新课标要求的师范生的微格教学模式。本文首先从课程改革的基本理念、地理新课标基本理念、地理新课标对师范生的新要求三个方面来解读地理新课标;然后简单介绍微格教学模式概念、理论依据及一般操作程序;最后将“地理新课标基本理念”这一要素引入到微格教学模式中,并且用体现其基本理念的教学案例来解释说明新模式的每一操作程序,从而构建新的培养符合地理新课标要求的师范生的微格教学模式。
It takes only ten years to start new geography curriculum training in China, and only five years in the Institute of Geography in Sichuan Normal University, but the normal students don't pay much attention to it, they are not familiar with the implementation of the new geography teaching methods. Geography micro-teaching classroom is a place in which normal students can improve the teaching skills and make a quick adaptation to new geography curriculum standard. The influence of traditional concept of teaching on micro-teaching model is deeply. Micro-teaching always center around“teachers,textbooks,classroom”[1], which doesn't meet the requirements of the new Geography Curriculum standard. Therefore, to build a new model of micro-teaching is essential for normal students, which make them acquire teaching skills adapting to the new geography curriculum standard in advance.
So how to build it? It is the key issues to this subject. I believed that it is the most important to make geography normal students' ideas change, as ideas play a decisive role in their behaviour. The approach is to continue to strengthen their understanding of“the basic geographic concepts of new geography curriculum standard”, which is introduced into the micro-teaching model, in order to build new geography micro-teaching model which meets the requirements of the new geography curriculum. Firstly, the paper is to interpret the new geographic curriculum standard from three parts:①the basic idea from the curriculum reform;②the basic concept of new geographic curriculum standard;③the essential requirements of new geography curriculum standard for normal students. Secondly, it makes a brief introduction to micro-teaching model from it's conception,the theoretical basis and general operating procedures. Finally, "the basic concept of new geographic curriculum standard"is introduced into micro-teaching model, and to give an explanation of each operating procedures with the teaching cases which can reflect it's basic conception in order to build a new geography micro-teaching model which develops the normal students meeting the requirements of new geography curriculum standard.
那么如何构建呢?这就是本课题所要解决的关键问题。我认为最为关键的是要使师范生的思想观念发生变化,因为思想观念对其行为起着决定作用,其做法就是不断强化他们对“地理新课标基本理念”的认识,把“地理新课标基本理念”这一要素引入到微格教学模式中,构建新的培养符合地理新课标要求的师范生的微格教学模式。本文首先从课程改革的基本理念、地理新课标基本理念、地理新课标对师范生的新要求三个方面来解读地理新课标;然后简单介绍微格教学模式概念、理论依据及一般操作程序;最后将“地理新课标基本理念”这一要素引入到微格教学模式中,并且用体现其基本理念的教学案例来解释说明新模式的每一操作程序,从而构建新的培养符合地理新课标要求的师范生的微格教学模式。
It takes only ten years to start new geography curriculum training in China, and only five years in the Institute of Geography in Sichuan Normal University, but the normal students don't pay much attention to it, they are not familiar with the implementation of the new geography teaching methods. Geography micro-teaching classroom is a place in which normal students can improve the teaching skills and make a quick adaptation to new geography curriculum standard. The influence of traditional concept of teaching on micro-teaching model is deeply. Micro-teaching always center around“teachers,textbooks,classroom”[1], which doesn't meet the requirements of the new Geography Curriculum standard. Therefore, to build a new model of micro-teaching is essential for normal students, which make them acquire teaching skills adapting to the new geography curriculum standard in advance.
So how to build it? It is the key issues to this subject. I believed that it is the most important to make geography normal students' ideas change, as ideas play a decisive role in their behaviour. The approach is to continue to strengthen their understanding of“the basic geographic concepts of new geography curriculum standard”, which is introduced into the micro-teaching model, in order to build new geography micro-teaching model which meets the requirements of the new geography curriculum. Firstly, the paper is to interpret the new geographic curriculum standard from three parts:①the basic idea from the curriculum reform;②the basic concept of new geographic curriculum standard;③the essential requirements of new geography curriculum standard for normal students. Secondly, it makes a brief introduction to micro-teaching model from it's conception,the theoretical basis and general operating procedures. Finally, "the basic concept of new geographic curriculum standard"is introduced into micro-teaching model, and to give an explanation of each operating procedures with the teaching cases which can reflect it's basic conception in order to build a new geography micro-teaching model which develops the normal students meeting the requirements of new geography curriculum standard.
引文
[1]郭友.新课程下的教师教学技能与培养[M].北京:首都师范大学出版社,2004:23-51.
[2]袁孝亭.地理课程与教学论[M].长春:东北师范大学出版社,2006:288-300.
[3]孟宪凯,李涛.中国微格教学20年[J].北京教育学报,2008,22(33):12-13.
[4]爱伦.微格教学[M].北京:新华出版社,1996:12-34.
[5]孙立仁,《微格教学理论与实践研究》[M].北京:科学出版社,1997:33-46.
[6]中华人民共和国教育部.全日制义务教育地理课程标准(实验稿)[S].北京:北京师范大学出版社,2001:3-5.
[7]中华人民共和国教育部.普通高中地理课程标准(实验)[S].北京:人民教育出版社,2001:2-3.
[8]钟启泉,崔允郭,张华.基础教育课程改革纲要(试行)》解读[M].上海:华东师范大学出版社,2001:22-24.
[9]朱慕菊.走进新课程[M].北京:北京师范大学出版社,2002:12-36.
[10]孙根年.地理课程改革的新理念[M].北京:高等教育出版社,2003:21-127.
[11]陈澄.地理新课程教学方法[M].北京:高等教育出版社,2003:126-129.
[12]]陈澄,樊杰.义务教育地理课程标准(实验)解读[M].武汉:湖北教育出版社,2004:25-26.
[13]陈澄,樊杰.普通高中地理课程标准(实验)解读[M].南京:江苏教育出版社,2004:22-23.
[14]吴大明.新课程标准下地理教师的角色定位[J].中学地理教学参考,2003,6(5):42-44.
[15]张春华.新课程对地理教师的新要求[J].新课程研究,2008,(7):13-14.
[16]唐晓杰.课程改革与教学革新[M].南宁:广西人民出版社,2002:35-37.
[17]阎军,赵建华.师生互动双主体教学体系的探讨与实践[J].河北科技大学学报,2002,2(1):23-24.
[18]褚亚平.地理学科教育学[M].北京:首都师范大学出版社,2000:12-14.
[19]孙根年.地理课程改革的新理念[M].北京:高等教育出版社,2003:66-73.
[20]钟启泉,夏志芳.地理课程与教学论[M].杭州:浙江教育出版社,2003:33-35.
[21]段玉山.多媒体地理教学软件设计研究[J].华东师范大学学报,自然科学版,1998,3(5):23-24.
[22]G.Brown.Micro-teaching[M].London:Melhuen;[New York]:Distributed by Harper&Row,1975:125-126.
[23]C.Tumey Sydney .Micro Skills[M].Australia:Sydney University press,1973:36-42.
[24]孟宪恺.微格教学基本教程[M].北京:北京师范大学出版社,1992:23-36.
[25]刘恭祥.地理微格教学[M].厦门:厦门大学出版社,2007:37-39.
[26]陈献芳.微格教学与教学测量[M].海口:南海出版公司,1992:22-24.
[27]C.Tumey Sydney .Micro-teaching research,theory and practice[M].Australia:Sydney University press,1973:57-63.
[28]孙家镇.中学地理微格教学教程[M].北京:科学出版社,1999:38-39.
[29]李玉宽,黄晨.运用微格教学培养师范生教学技能的实践与研究[J].天津师范大学报,自然科学版,1993,19(1):21-22.
[30]荣静娴,钱舍编.微格教学与微格教研[M].上海:华东师范大学出版社,2000:35-42.
[31]孙根年.地理课程改革的新理念[M].北京:高等教育出版社,2003:288-289.
[32]周兰桂.微格教学在师范生教学技能培训中的优势[J].娄底师专学报,2001,18(2):23-24.
[33]刘延金,尹伟.重构理论与实践的纽带[J].四川教育学院学报,2007,23(9):3-5.
[34]叶惠文,邹应贵.现代微格教学系统构建与实施模式研究[J].电化教育研究,2001,9(2):6-13.
[35]鲁献荣,微格教学中的目标设定及角色的心理定位探析[J].浙江师大学报,自然科学版,1999,22(2):5-8.
[36]李秉德,李定仁.教学论[M].北京:人民教育出版社,2000:26-32.
[37]袁孝亭.中学地理素养教育[M].北京:高等教育出版社,2005:45-52.
[38]孙大文.地里教育学[M].杭州:浙江教育出版社,1999:38-41.
[39]段玉山.地理新课程教学方法[M].北京:高等教育出版社,2003:13-16.
[40]钟启泉.探究学习与理科教学[J].教育研究,1986,8(7):12-13.
[41]陈忠.范例教学法[J].教育研究,2001,5(3):12-13.
[42]黄昌顺.地理活动与地理教学[M].北京:高等教育出版社,2008:16-29.
[43]袁孝亭,王向东.新课程理念与初中地理课程改革[M].长春:东北师范大学出版社,2002.
[44]陈澄.地理教学论[M].上海:华东师范大学出版社,1999.
[45]袁振国.教育新理念[M].北京:教育科学出版社,2002.
[46]刘兰.地理教学中科学素质和人文精神培养及融合研究[D].长春:东北师范大学出版社,2002.
[47]潘竹娟.地理教学中科学精神的培养[J].地理教育,2001,3(4).
[48]严久.着眼于学生学习方式的转变:关于研究性学习的若干问题[J].全球教育展望,2001,6(2).
[49]新课程实施过程中培训问题研究课题组.新课程与评价改革[M].北京:教育科学出版社,2002.
[50]陈澄,裘腋成.地理课堂教学设计[M].上海:华东师范大学出版社,2001
[2]袁孝亭.地理课程与教学论[M].长春:东北师范大学出版社,2006:288-300.
[3]孟宪凯,李涛.中国微格教学20年[J].北京教育学报,2008,22(33):12-13.
[4]爱伦.微格教学[M].北京:新华出版社,1996:12-34.
[5]孙立仁,《微格教学理论与实践研究》[M].北京:科学出版社,1997:33-46.
[6]中华人民共和国教育部.全日制义务教育地理课程标准(实验稿)[S].北京:北京师范大学出版社,2001:3-5.
[7]中华人民共和国教育部.普通高中地理课程标准(实验)[S].北京:人民教育出版社,2001:2-3.
[8]钟启泉,崔允郭,张华.基础教育课程改革纲要(试行)》解读[M].上海:华东师范大学出版社,2001:22-24.
[9]朱慕菊.走进新课程[M].北京:北京师范大学出版社,2002:12-36.
[10]孙根年.地理课程改革的新理念[M].北京:高等教育出版社,2003:21-127.
[11]陈澄.地理新课程教学方法[M].北京:高等教育出版社,2003:126-129.
[12]]陈澄,樊杰.义务教育地理课程标准(实验)解读[M].武汉:湖北教育出版社,2004:25-26.
[13]陈澄,樊杰.普通高中地理课程标准(实验)解读[M].南京:江苏教育出版社,2004:22-23.
[14]吴大明.新课程标准下地理教师的角色定位[J].中学地理教学参考,2003,6(5):42-44.
[15]张春华.新课程对地理教师的新要求[J].新课程研究,2008,(7):13-14.
[16]唐晓杰.课程改革与教学革新[M].南宁:广西人民出版社,2002:35-37.
[17]阎军,赵建华.师生互动双主体教学体系的探讨与实践[J].河北科技大学学报,2002,2(1):23-24.
[18]褚亚平.地理学科教育学[M].北京:首都师范大学出版社,2000:12-14.
[19]孙根年.地理课程改革的新理念[M].北京:高等教育出版社,2003:66-73.
[20]钟启泉,夏志芳.地理课程与教学论[M].杭州:浙江教育出版社,2003:33-35.
[21]段玉山.多媒体地理教学软件设计研究[J].华东师范大学学报,自然科学版,1998,3(5):23-24.
[22]G.Brown.Micro-teaching[M].London:Melhuen;[New York]:Distributed by Harper&Row,1975:125-126.
[23]C.Tumey Sydney .Micro Skills[M].Australia:Sydney University press,1973:36-42.
[24]孟宪恺.微格教学基本教程[M].北京:北京师范大学出版社,1992:23-36.
[25]刘恭祥.地理微格教学[M].厦门:厦门大学出版社,2007:37-39.
[26]陈献芳.微格教学与教学测量[M].海口:南海出版公司,1992:22-24.
[27]C.Tumey Sydney .Micro-teaching research,theory and practice[M].Australia:Sydney University press,1973:57-63.
[28]孙家镇.中学地理微格教学教程[M].北京:科学出版社,1999:38-39.
[29]李玉宽,黄晨.运用微格教学培养师范生教学技能的实践与研究[J].天津师范大学报,自然科学版,1993,19(1):21-22.
[30]荣静娴,钱舍编.微格教学与微格教研[M].上海:华东师范大学出版社,2000:35-42.
[31]孙根年.地理课程改革的新理念[M].北京:高等教育出版社,2003:288-289.
[32]周兰桂.微格教学在师范生教学技能培训中的优势[J].娄底师专学报,2001,18(2):23-24.
[33]刘延金,尹伟.重构理论与实践的纽带[J].四川教育学院学报,2007,23(9):3-5.
[34]叶惠文,邹应贵.现代微格教学系统构建与实施模式研究[J].电化教育研究,2001,9(2):6-13.
[35]鲁献荣,微格教学中的目标设定及角色的心理定位探析[J].浙江师大学报,自然科学版,1999,22(2):5-8.
[36]李秉德,李定仁.教学论[M].北京:人民教育出版社,2000:26-32.
[37]袁孝亭.中学地理素养教育[M].北京:高等教育出版社,2005:45-52.
[38]孙大文.地里教育学[M].杭州:浙江教育出版社,1999:38-41.
[39]段玉山.地理新课程教学方法[M].北京:高等教育出版社,2003:13-16.
[40]钟启泉.探究学习与理科教学[J].教育研究,1986,8(7):12-13.
[41]陈忠.范例教学法[J].教育研究,2001,5(3):12-13.
[42]黄昌顺.地理活动与地理教学[M].北京:高等教育出版社,2008:16-29.
[43]袁孝亭,王向东.新课程理念与初中地理课程改革[M].长春:东北师范大学出版社,2002.
[44]陈澄.地理教学论[M].上海:华东师范大学出版社,1999.
[45]袁振国.教育新理念[M].北京:教育科学出版社,2002.
[46]刘兰.地理教学中科学素质和人文精神培养及融合研究[D].长春:东北师范大学出版社,2002.
[47]潘竹娟.地理教学中科学精神的培养[J].地理教育,2001,3(4).
[48]严久.着眼于学生学习方式的转变:关于研究性学习的若干问题[J].全球教育展望,2001,6(2).
[49]新课程实施过程中培训问题研究课题组.新课程与评价改革[M].北京:教育科学出版社,2002.
[50]陈澄,裘腋成.地理课堂教学设计[M].上海:华东师范大学出版社,2001