新课程下中学地理教学效能实现研究
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摘要
新世纪伊始,为进一步全面推进素质教育,我国教育部颁布了《基础教育课程改革纲要(试行)》(2001),它公布标志着新一轮的课程改革的开始。此次地理课程标准改革明确了中学地理课程改革的课程目标、课程理念及实施策略等。众所周知,当前课程改革面临的主要问题之一就是课堂教学的低效、不讲成效问题,学生学习被动、学习兴趣低下、课业负担沉重、缺乏创新精神、实践能力弱等。因此,提高中学课堂教学效能建设是当前深化课程改革、全面推进素质教育的内在要求。
目前,随着课程改革的推进,课堂教学的观念都已经发生了可喜的变化,自主学习、探究性学习、研究性学习等学习理念得以试行；现代化的教学设备、教学媒体广泛应用于中学课堂,然而课堂教学低效、无效的现状依旧没有得到根本性的解决。笔者以新概念地理教学论、有效教学论、地理新课程理论、效能建设等理论为指导,从教学效能的涵义、特点、理论基础等方面论述教学效能的理念；具体围绕师生、课程、教学内容、教学方法等方面探讨了地理教学效能实现的策略。论文主要从以下几个方面展开研究：
第一部分、比较效能、效率和有效,对教学效能进行了界定；在此基础上,进而论述了教学效能与有效教学、教学效率的关系。
第二部分、对地理教学效能进行了界定,并对教学效能的理论依据、教学效能的特征以及教学效能的意义进行了探讨研究。
第三部分、主要围绕地理教学效能实现的理论依据展开,系统阐述了行为主义学习理论、需要层次理论、多元智能学习理论,发现学习理论,为论文的叙述夯实理论基础。
第四部分、通过分析学生的学习心理特征差异、地理教师的专业素养、地理课程目标内容的难易、教学环境的差异等,探讨影响地理教学效能实现的因素。
第五部分、通过对地理教学效能概念的界定、教学效能的理论基础以及影响因素分析,结合地理教学目标、地理教学内容以及地理教学方法三大部分深入探讨地理教学效能实现的策略。
最后、本文根据地理新课程教学效能实现的理论和实践总结,对相关的主要观点进行概括总结,指出研究存在的不足之处及有待进一步研究的方向。
At the beginning of the new century, in order to promote the comprehensive quality education, The Ministry of education of China have issued "The outline of basic education curriculum reform (Trial)", whose announcement marks the beginning of a new round of curriculum reform. The geography curriculum reform makes the reform of high school geography course curriculum objectives, curriculum ideas and implementation strategy. As we all known, Curriculum reform facing one of the main problems is teaching inefficient, the effectiveness of student learning, including students learn passively, low interest in learning, the heavy academic burden, lack of innovation spirit, weak in practical ability and so on. Therefore, to improve the teaching effectiveness of secondary school construction is to deepen the curriculum reform, and to promote comprehensive quality education's inherent requirement.
At present, with the promotion of the curriculum reform, classroom teaching concept has undergone great changes, including the implementation of independent learning, inquiry learning, inquiry learning, learning concepts to trial. Modern teaching equipment, teaching media is widely used in the secondary school classroom. However the ineffective and invalid status situation still has not been fundamentally solved. According to the new concept of geography teaching, effective teaching theory, the new curriculum theory, efficiency construction theory as the guide. From the meaning of teaching effectiveness, characteristics, theoretical foundation to discuss the teaching efficiency of the concept; specific around teacher-student, curriculum, teaching content, teaching methods and other aspects of the geography teaching effectiveness of implementation strategy.
This paper mainly research from the following several aspects:
The first part, compare the effectiveness, efficiency and effectively, the teaching effectiveness is defined on this basis, and then discusses the relationship between teaching efficacy and effective teaching, teaching efficiency.
The second part, the geography teaching effectiveness was defined, and the effectiveness of teaching theory, teaching effectiveness and teaching characteristics of effectiveness are discussed.
The third part, mainly around the geographical teaching effectiveness to achieve the theoretical basis, the system elaborated the behaviorist learning theory, hierarchy of needs theory, multiple intelligences theory of learning, discovery learning theory, the thesis describes the tamp theory foundation.
The fourth part, through the analysis of students' psychological characteristics, geography teachers professional quality, geography curriculum goal content difficulty, teaching environmental differences, to explore the impact of geography teaching effectiveness realization factors.
The fifth part, based on the definition of the concept of geographical teaching efficiency, teaching effectiveness of the theoretical foundation and analysis of its influencing factors, combined with three parts of the geographical teaching goal, teaching content and teaching methods to discuss the achievement strategy of Geography Teaching Effectiveness.
Finally, according to the geography new curriculum teaching effectiveness realization theory and practice summary, related to the main viewpoint sums up, pointed out the current deficiency and the direction of further research.
目前,随着课程改革的推进,课堂教学的观念都已经发生了可喜的变化,自主学习、探究性学习、研究性学习等学习理念得以试行；现代化的教学设备、教学媒体广泛应用于中学课堂,然而课堂教学低效、无效的现状依旧没有得到根本性的解决。笔者以新概念地理教学论、有效教学论、地理新课程理论、效能建设等理论为指导,从教学效能的涵义、特点、理论基础等方面论述教学效能的理念；具体围绕师生、课程、教学内容、教学方法等方面探讨了地理教学效能实现的策略。论文主要从以下几个方面展开研究：
第一部分、比较效能、效率和有效,对教学效能进行了界定；在此基础上,进而论述了教学效能与有效教学、教学效率的关系。
第二部分、对地理教学效能进行了界定,并对教学效能的理论依据、教学效能的特征以及教学效能的意义进行了探讨研究。
第三部分、主要围绕地理教学效能实现的理论依据展开,系统阐述了行为主义学习理论、需要层次理论、多元智能学习理论,发现学习理论,为论文的叙述夯实理论基础。
第四部分、通过分析学生的学习心理特征差异、地理教师的专业素养、地理课程目标内容的难易、教学环境的差异等,探讨影响地理教学效能实现的因素。
第五部分、通过对地理教学效能概念的界定、教学效能的理论基础以及影响因素分析,结合地理教学目标、地理教学内容以及地理教学方法三大部分深入探讨地理教学效能实现的策略。
最后、本文根据地理新课程教学效能实现的理论和实践总结,对相关的主要观点进行概括总结,指出研究存在的不足之处及有待进一步研究的方向。
At the beginning of the new century, in order to promote the comprehensive quality education, The Ministry of education of China have issued "The outline of basic education curriculum reform (Trial)", whose announcement marks the beginning of a new round of curriculum reform. The geography curriculum reform makes the reform of high school geography course curriculum objectives, curriculum ideas and implementation strategy. As we all known, Curriculum reform facing one of the main problems is teaching inefficient, the effectiveness of student learning, including students learn passively, low interest in learning, the heavy academic burden, lack of innovation spirit, weak in practical ability and so on. Therefore, to improve the teaching effectiveness of secondary school construction is to deepen the curriculum reform, and to promote comprehensive quality education's inherent requirement.
At present, with the promotion of the curriculum reform, classroom teaching concept has undergone great changes, including the implementation of independent learning, inquiry learning, inquiry learning, learning concepts to trial. Modern teaching equipment, teaching media is widely used in the secondary school classroom. However the ineffective and invalid status situation still has not been fundamentally solved. According to the new concept of geography teaching, effective teaching theory, the new curriculum theory, efficiency construction theory as the guide. From the meaning of teaching effectiveness, characteristics, theoretical foundation to discuss the teaching efficiency of the concept; specific around teacher-student, curriculum, teaching content, teaching methods and other aspects of the geography teaching effectiveness of implementation strategy.
This paper mainly research from the following several aspects:
The first part, compare the effectiveness, efficiency and effectively, the teaching effectiveness is defined on this basis, and then discusses the relationship between teaching efficacy and effective teaching, teaching efficiency.
The second part, the geography teaching effectiveness was defined, and the effectiveness of teaching theory, teaching effectiveness and teaching characteristics of effectiveness are discussed.
The third part, mainly around the geographical teaching effectiveness to achieve the theoretical basis, the system elaborated the behaviorist learning theory, hierarchy of needs theory, multiple intelligences theory of learning, discovery learning theory, the thesis describes the tamp theory foundation.
The fourth part, through the analysis of students' psychological characteristics, geography teachers professional quality, geography curriculum goal content difficulty, teaching environmental differences, to explore the impact of geography teaching effectiveness realization factors.
The fifth part, based on the definition of the concept of geographical teaching efficiency, teaching effectiveness of the theoretical foundation and analysis of its influencing factors, combined with three parts of the geographical teaching goal, teaching content and teaching methods to discuss the achievement strategy of Geography Teaching Effectiveness.
Finally, according to the geography new curriculum teaching effectiveness realization theory and practice summary, related to the main viewpoint sums up, pointed out the current deficiency and the direction of further research.
引文
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①张国存.高中地理课堂有效教学的实施策略初探[J].中学地理教学参考,2010.
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①教育部.普通高中地理课程标准[M].北京：人民教育出版社,2003.
①夸美纽斯.大教学论·教学法解析[M].北京：人民教育出版社,2006.
②杜威.民主主义与教育[M].北京：人民教育出版社,2001.
①施良方.教学理论：课堂教学的原理、策略与研究[M].上海：华东师范大学出版社,1993.
②陈厚德.有效教学[M1.上海：教育出版社,2000.
③李家清.地理新课程有效教学的理论研究与实践[J].两岸四地地理教育研讨会,2006.
④郭圣安.新课标高中地理教学的有效探索[J].教育实践,2010.
①张国存.高中地理课堂有效教学的实施策略初探[J].中学地理教学参考,2010.
①新华书店.新华字典[M].北京：商务印书馆,1976.
②黄河清,姚德怀.近现代辞源[M].上海：上海辞书出版社,2010.
①陈晓端.当代西方有效教学研究的系统考察与启示.比较教育研究,2005.
②程红,张天宝.论教学的有效性及其提高策略[J].中国教育学刊,1998.
③陈厚德.基础教育新概念：有效教学[M].北京：科学教育出版社,2008.
④ J M Border & J.H.Dorfman.Determinants of teaching quality:what's important to students? Research in Higher Education,1994.
⑤ R Ballentyne et al.Researching university in Australia.Studies in Higher Education,1999.
①刘志华,张军征.学习理论对教学设计理论的影响[J].电化教育研究,2004.
①(美)B.F斯金纳.科学与人类行为[M].北京：华夏出版社,1989.
①皮连生.学与教的心理学[M].上海：华东师范大学出版社,2004.
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