同伴教学模式下初中地理课堂教学策略研究

【作者】 陈霞；

【导师】 刘树凤；

【作者基本信息】 南京师范大学 ， 学科教学， 2015， 硕士

【摘要】 长期以来,由于我国师道尊严的师生定位,使得教师对学生的学习能力缺乏充分信任,地理课堂教学以教师讲授为主,加上学生对地理课的不重视,学生很少参与课堂互动,学习上基本处于被动地位,学生的自主性和主观能动性都受到了严重的束缚。地理教师在教学过程中应创造机会多与学生互动,实现共同发展,地理老师也要注重培养学生的独立性和自主性,引导学生合作、质疑和探究,在实践中学习,促进学生在教师指导下主动地、富有个性地学习。同伴教学就是在这样的背景下应运而生的。同伴教学,其从“教中学”的内在动因,最大限度地发挥了学生学习的主动性和创造性,真正彰显了教学活动中学生的主体性,培养了学生的自主、合作、探究等学习能力。由于地理学科的地位,以及学校对地理教师的教学任务安排等情况,地理课堂需要改革,同伴教学模式下的地理课堂不但可以解放老师,更可以发展学生的能力,实现教师学生双赢。本研究从地理课堂学生的学习状况、学习态度,教师的教学方法、教学策略入手,以初一初二学生为研究对象,通过问卷调查等方法,得出学生愿意更多地参与课堂,愿意通过自主,合作、探究等方法进行学习地理知识。笔者通过对同伴教学模式下地理课堂教学策略的研究,旨在克服传统地理课堂教学的弊端和不足,优化初中地理课堂教学方式,提高学生的学习地理的兴趣,发挥学生的主观能动性从而提高学习效率。更多还原

【Abstract】 For a long time, due to the teaching way dignity position between teachers and students, it makes teachers lack of sufficient trust in students’ learning ability, and geography classes rely on teacher’s teaching very much, and students do not take the geography class seriously, few students participate in classroom interactions, students study geography in a passive way, the students’ autonomy and subjective initiative were seriously constrained. Geography teachers should create more opportunities to interact with students in the teaching process, to achieve joint development, the geography teacher also should pay attention to cultivate the students’ independence and autonomy, guide the students to cooperate, questioning and exploring, learning in practice, accelerate the students to study actively with rich individual character under teacher’s guidance. Peer teaching is born at the right moment.Peer teaching, as its inner motivation of "learning in teaching ", it maximizes the students’ learning initiative and creativity, and it reveals the subjectivity of students in the teaching activities really, and it cultivates the students’ autonomy, cooperation, explore learning ability. Due to the low position of geography subject and the school’s arrangement for geography teaching, etc., the geography class needs innovation, geography class with peer teaching mode can not only liberate teachers, but can also promote students’ ability, realize win-win situation for teachers and students.This study focus on the students’ learning status, learning attitude, teachers’ teaching methods, teaching strategies in geography class, and the first second day students are the research objects, through the methods of questionnaire survey, and make a conclusion that students are willing to participate in class more, and are willing to study geography knowledge through independent, cooperative, and exploring way. The author aims at overcoming the disadvantages of traditional geography class teaching and the insufficiency, optimization of junior high school geography class teaching mode, improving the students’ interest in learning geography, promote students’ subjective initiative to improve learning efficiency through the research of peer teaching mode in geography class teaching.更多还原