有效提升地理学习兴趣的教师课堂教学行为研究

【作者】 李慧；

【导师】 苏惠敏；

【作者基本信息】 陕西师范大学 ， 学科教学（专业学位）， 2015， 硕士

【摘要】 学习兴趣在教育教学中起着非常重要的作用,影响着学生的学习效果以及学习成绩。《普通高中地理课程标准(实验)》明确提出,高中地理在教学中应激发学生探究地理问题的兴趣和动机,养成求真、求实的科学态度,提高地理审美情趣。在教学实践中,学生的地理学习兴趣常常被忽视。影响学生地理学习兴趣的内部、外部因素众多,地理教师则是重要的内部影响因素之一。同时,本文作者在教育实践的过程中深刻体会到教师的课堂教学行为对学生的地理学习兴趣有着重要的影响。基于这个原因,提出了本课题的研究,希望能对提升学生的地理学习兴趣提供一定的帮助。基于教育实习中教师课堂教学行为对学生学习兴趣重要性的感悟,在查阅、分析、整理相关文献的基础上,确定建构主义学习理论和马斯洛的需要层次理论为本研究课题的理论依据。结合文献资料,在实习指导教师的帮助、指导下,编制教师开放式调查问卷。根据教师开放式问卷的调查结果,编制正式的学生调查问卷。以库尔勒市巴州二中高一年级的学生为调查对象,发放400份调查问卷,收回389份,其中有效问卷357份。将有效问卷整理、分析,得出公信力靠前的六种有效提升地理学习兴趣的教师课堂教学行为。对应这六种教学行为,结合理论,提出了旨在有效提升地理学习兴趣的教师课堂教学行为的六大改进策略：播放地理视频激发直接兴趣；优化教学语言培养感官兴趣；创设学习情境强化认知兴趣；联系生活实际调动间接兴趣；组织评价语言增强参与兴趣；讲述地理故事培养情感兴趣。在库尔勒市巴州二中高一(11)班实施了有效提升地理学习兴趣的教师课堂教学行为实证研究。以人教版高中地理必修2、必修3的学习内容为载体,结合高一地理课堂教学,实施本研究提出的有效提升地理学习兴趣的教师课堂教学行为的改进策略。结果表明：(1)实验后,实验班学生地理学习兴趣的均分由原来较低的8.6897分提升到12.6552分,学习兴趣提升了45.63%。因此,课堂教学行为的改进能有效提升地理学习兴趣。(2)实验后,实验班学生地理学习成绩的均分由较低的44.7931分,提升到54.0862分,学习成绩提升了20.75%,同时,实验班学生的地理平均成绩为54.0862分,而对比班学生的地理平均成绩则为45.0172分,实验班的平均成绩高出对比班9.051分。因此,课堂教学行为的改进能有效提升地理学习成绩。(3)实验后,学生对地理教师课堂教学行为评价情况总结如下：地理学习的信息源扩大、地理学习方式增多；师生之间在课堂上交流讨论的机会增加、交流的深度变广,师生之间信任度加深；热点话题、本土话题的学习机会增加；在学习过程中感受到地理学科的魅力；学习压力减小、学生选择文科的机率增多；报考地理学专业的想法萌生。因此,课堂教学行为的改进能有效提升学生对教师的评价。(4)实验后,学生的地理学习需要有了一定的提升,学生逐渐能都获得归属与爱的需要、尊重的需要；逐渐能够体会到审美的需要；自我实现的需要开始产生。研究结果表明,有效提升地理学习兴趣的教师课堂教学行为改进策略可行、有效。更多还原

【Abstract】 Learning interest plays a very important role in the education teaching, affects students’ learning effects and grades. Ordinary High School Geography Curriculum Standard (experiment) clearly puts forward that teachers should arouse the students’ interest and motivation to form a scientific and practical attitude towards geographic problems, in order to improve the geography aesthetic temperament and interest in the teaching process. In the teaching practice, students’ interest in geography learning is often overlooked. The internal and external factors affecting the students’ interest in geography learning is numerous, the geography teacher is one of the important internal factors. At the same time, the author deeply realizes that the geography teachers’ classroom teaching behavior serves as a key role in enhancing the geography learning interest. Based on this reason, this research is proposed and it is hoped that this paper can provide certain help for improving the students’ interest in geography learning.Practice-based education classroom teaching behavior to learning perception of the importance of the interest in the review, analysis, sorting on the basis of the relevant literature to determine the constructivist learning theory and the theory of Maslow’s hierarchy of needs-based research theory. Combining literature, in practice with the help of the instructor, under the guidance of teacher preparation open questionnaire. According to the survey results of the open-ended questionnaire teachers, students prepare a formal questionnaire. In Korla City Bavaria two high first-year students for the survey,400 questionnaires were issued to recover the 389 copies, of which 357 valid questionnaires. The questionnaires organize, analyze, draw effectively enhance the credibility of the front six interest in learning geography classroom teaching behavior. Corresponding to the six teaching behavior, combining theory, designed to effectively enhance the interest in learning geography teacher classroom behavior of the six improvement strategies:Geographic video player directly stimulate interest; Medium of instruction cultivate interest in optimizing the senses; Create learning situations strengthen cognitive interest; Contact mobilize indirect interest in real life; Organizations interested in participating in the evaluation language enhancements; Geographic story about the love interest in culture.The author has carried on the empirical research on teachers’ teaching behavior to improve the geography study interest in Class 11 Senior Grade 1 Bazhou Secondary School in Korla City. The strategies are applied into the practical teaching process in class based on the content of the High School Geography Compulsory Course Book Two, Book Three. The results show that:the first, after the experiment, the average points of students’ geography learning interest in experimental class raised from the original lo 8.6897 to 12.6552, learning interest improved 45.63%. It can be seen that the improvement of geography teaching behavior can effectively enhance the students’ interest in learning geography. Second, the students’ average score in experimental class raised from the 44.7931 points to 54.0862 points, the score raised 20.75%. Compared with the geography score 45.0172 points of the controlled classes, the geography score of experimental class is 54.0862 points which is 9.051 points higher than the controlled classes. So the improvement of geography teaching behavior can effectively enhance the students’ score. Third, after the experiment, the student to the geography teachers classroom teaching behavior evaluation is summarized as follows:increase in the number of information sources to expand, geography learning geography learning; In the classroom communication between teachers and students to discuss the opportunity to increase, the depth of communication, trust between teachers and students deepen (students gradually can have ownership and the need of love, respect for the needs of); Hot topics and learning opportunities to increase local topic; Feel the charm of geographic subject in the learning process, students gradually to realize the need of aesthetic); Learning pressure, increase in the number of chances students choose liberal arts; Enter oneself for an examination the ideas of geography initiation (students self-realization need to start to produce). So the improvement of geography teaching behavior can effectively enhance the evaluation for teachers. It is feasible and effective for the teachers to effectively improve student’s interest in geography teaching behavior.更多还原