【作者】 张杰；

【导师】 赵生龙；

【作者基本信息】 西北师范大学 ， 农村教育硕士（专业学位）， 2016， 硕士

【摘要】 自新课程实施以来,虽然一再倡导“课堂教学要真正体现以学生为主体、以学生发展为本”的理念。但在实际的地理教学中,部分教师仍然只向学生传授结论性的知识,而不引导学生去思考知识的获得过程。学生的地理学习仍处于被动的局面,造成学生地理学习的兴趣不高,学习效率偏低。要想改变这种局面,首先要改变学生的学习方式。而反思性学习就是让学生对自己的学习过程和学习方法进行全面的反思,在反思中找到学习中存在的问题,进而想办法解决问题。如果教师在地理教学中能够引导学生运用反思性学习方式来进行学习,将有助于学生地理学习主动性的提高,是培养学生“学会学习”的重要途径。基于以上原因,笔者选择以“反思性学习在高中地理教学中应用”作为课题进行研究。本研究以文献法,行动研究法为研究方法,主要从反思性学习的理论与实践两方面进行研究。首先结合高中地理课程标准的理念、笔者自身的教学感悟以及高中生思维发展的特点,提出了反思性学习的研究背景,分析了该研究对学生发展的重要意义。其次,通过查阅相关文献,科学的界定了反思与反思性学习的概念;确定了以建构主义理论和元认知理论为研究反思性学习的理论基础,并且论述了这两个理论与反思性学习的关系;同时还概括了反思性学习的国内外研究概况。再次,通过将反思性学习与高中地理课程结合,分析了反思性学习的特征与原则。最后,笔者在借鉴前人研究的基础上结合自己所在学校的学情以及地理教学的实际,提出了“引入情境中反思”、“活动探究中反思”、“互动交流中反思”、“学习回顾中反思”以及“应用练习中反思”五种反思性学习应用环节。将这五种环节应用于实际的地理教学中,并举出若干案例加以详细说明。论证这五种反思性学应用环节的可行性,为以后反思性学习在高中地理教学中的应用提供了理论与实践依据。通过实践证明,反思性学习改变了传统的教学方式和学习方式,体现出学生在学习中的主体地位。提高了学生学习地理的兴趣,促进学生地理思维能力的发展,加快教师专业化的成长。笔者希望,本研究的成果将会在一定程度上丰富和推动反思性学习理论和实践的发展。更多还原

【Abstract】 Since the implementation of new curriculum, we have repeatedly advocated the concept of “classroom teaching is really taking the student as the main body and based on students’ development”. But in the practical geography teaching, some teachers still teach students the conclusive knowledge and did not guide students to think about the knowledge acquisition process. The geography study is still in a passive situation, which results in the students’ low interest in geography learning and learning efficiency. If we want to change this situation, we should change students’ learning styles firstly.Reflective learning is to make the students conduct a comprehensive reflection about their learning process and learning methods which can found the problems in the reflection existing in the study, and then to find a way to solve the problems. If teachers can guide students to use teaching reflective learning style in the geography, it will improve the quality of students learning initiative, and be an important way to cultivate students “learning to learn”. Based on the above reasons, the author chose the“reflective learning applied in the high school geography teaching” as the subject for research.By using documentary method, action research method, the paper mainly does the research from two aspects: theory and method. Firstly, combining the idea of High School Geography Curriculum Standard with her own teaching reflection and the characteristic of thinking development of senior school students, the author put forwards the research background of reflective learning and analyses the significance of the research. Thirdly, by consulting relevant literature, the paper redefines the meaning of refection and reflective learning, confirms the foundation of the research, that is to say, Constructivism and Metacognition, discusses the relationship of the two theories and reflective learning and, finally, summarizes the study of reflective learning at home.Secondly, by combining the reflective learning with high school geography teaching,the paper analyses the characteristic and rules of reflective learning. Thirdly the author proposes five reflective learning, which are reflecting in context, reflecting in activities,reflecting in communication, reflecting in review and reflecting in exercises based on the literature and own teaching experience. Finally, the author lists some examples which use the five reflective study, which proves the feasibility of the five reflective learning and provides the bases of theory and practice in the application of reflective learning in high school geography teaching.The practice proves that reflective learning changes the traditional teaching and learning ways, improves students learning interests, promotes the development of geography thinking, accelerates teachers’ professional development. Through the paper,the author hopes the research can enrich and promote the development of the theory of reflective learning and practice.更多还原