【作者】 张严；

【导师】 张广花；

【作者基本信息】 河南大学 ， 教育硕士（专业学位）， 2019， 硕士

【摘要】 创新是一个民族进步的灵魂,是一个国家兴旺发达的不竭动力。建设创新型国家迫切需要培养大批具有创新意识、创新精神、创新能力的人才。高中地理知识文理兼具具有综合性、实践性、时代性强的特点,对于激发学生的求异心理、探究精神,想象力和创造力有独特的优势。然而,目前我国高中地理教育更侧重于知识传授,轻能力培养创新教育在实施中存在很多不足之处,需要进一步完善。高中阶段是学生心理发展的突变时期,独立性逐步取代依赖性,在这个时期加强对学生创新意识的培养具有较强的现实意义。基于以上背景,本文采用文献研究法、案例分析法、统计分析法和访谈法进行研究。首先,在查阅大量文献的基础上提出了研究背景和研究意义,确定了研究思路和研究方法;其次,总结归纳了创新和创新意识的内涵,把握创新意识在地理教学中的研究现状,找出本研究的研究基础和切入点;第三,对培养高中生创新意识的原则与策略进行了概述并拟定了优质课观察维度;第四,旨在从问题设置、知识建构、探究性学习、学生主体地位,四个方面观察优质课中高中生地理创新培养策略的落实情况,针对优质课中反映的问题访谈一线教师了解一线教师的看法;第五,根据对优质课的分析以及结合教师访谈的结果,提出高中生地理创新意识培养策略的优化建议;最后,总结本文的主要研究结论并提出创新之处、不足与展望。通过分析优质课,发现案例中教师对高中生地理创新意识培养策略的落实情况如下:(1)从问题设置来看,教师注重在导入环节激发学生的兴趣,多数教师善于在课堂上对学生进行发散性问题的提问,但是对批判性问题的提问较少;(2)从知识建构上来看,多数教师能够将学生已有的知识基础与新知识之间进行建构,但是教师对各类知识的建构存在较大的差异;(3)从学生主体地位来看,教师依旧是课堂的主角学生的主体性没有得到充分的发挥;(4)从探究性活动来看,教师注重在课堂中引入探究性活动,但是在探究性活动中学生的主动探究能力都没有得到充分的发挥。依据高中生创新意识培养的相关文献研究,结合优质课课堂中教师对学生创新意识培养现状的分析以及教师访谈的结果,提出了高中生地理创新意识培养策略的优化建议:(1)鼓励学生多角度的思考地理问题;(2)全方面的开发课程资源;(3)探究活动的设计要注重学生的创新性;(4)建立学生创新意识评价机制;(5)加强对教师创新教育方面的培训。本文的主要结论有:(1)优质课中教师培养高中生地理创新意识的现状不够理想;(2)教师的重视程度以及目前的评价制度是影响高中生地理创新意识培养的主要因素;(3)提出了高中生地理创新意识培养策略的优化建议。本文的创新之处在于研究内容和研究角度的创新。本研究将培养学生的创新意识与地理教学相结合,在已有研究现状即相关原则、策略的基础上,通过案例分析探究在目前优质课教学中教师对高中生地理创新意识培养策略的落实情况,在此基础上提出高中生地理创新意识培养策略的优化建议,以丰富已有的策略研究。更多还原

【Abstract】 Innovation is the soul of a nation’s progress and the inexhaustible motive force for a country to thrive.Building an innovative country urgently needs to train a large number of talents with innovation consciousness,innovative spirit and innovative ability.High School geography Knowledge has both liberal arts,comprehensiveness,practicality and strong times.It has a unique advantage in stimulating students’different psychology,inquiry spirit,imagination and creativity.However,at present,China’s high school geography education is more focused on knowledge transfer,light ability training,innovative education in the implementation of a lot of shortcomings,the need for further improvement.The high school stage is the mutation period of the student’s psychological development,the independence gradually replaces the dependence,in this period strengthens to the student innovation consciousness cultivation has the strong practical significance.Based on the above background,this paper uses literature research method,case analysis method,statistical analysis method and interview method to study.Firstly,on the basis of consulting a large number of documents,the research background and significance are put forward,and the research ideas and methods are determined.Secondly,the connotation of innovation and innovation consciousness is summarized,the research status of innovation consciousness in geography teaching is grasped,and the research basis and entry point of this study are found out.Thirdly,the principles and Strategies of cultivating high school students innovation consciousness are summarized.And the observation dimension of high-quality lessons is drawn up.Fourthly,it aims to observe the implementation of the strategy of cultivating high school students’geographical innovation from four aspects:problem setting,knowledge construction,inquiry learning and teacher-student relationship,interview front-line teachers for the problems reflected in high-quality courses to understand the views of front-line teachers;fifthly,according to the analysis of high-quality courses and the results of interviews with teachers,it puts forward the high school students’ consciousness of geographical innovation.Finally,the main conclusions of this paper are summarized and innovations,shortcomings and prospects are put forward.Through the analysis of high-quality courses,it is found that the implementation of the strategy of cultivating high school students’geographical innovative consciousness is as follows:(1)from the point of view of problem setting,teachers pay attention to arousing students’ interest in the introduction process, most teachers are good at asking students divergent questions in class,but few of them ask critical questions;(2)from the perspective of knowledge construction,most of them are good at raising students’divergent questions.Teachers can construct students’existing knowledge base and new knowledge,but there are great differences in the construction of various kinds of knowledge among teachers;(3)from the perspective of teacher-student relationship,teachers are still the main role of students in the classroom,the subjectivity of students has not been fully developed;(4)from the perspective of inquiry activities,teachers focus on introducing inquiry activities into the classroom,but in the inquiry activities.The active inquiry ability of middle school students has not been fully developed.Based on the relevant literature research on the cultivation of high school students’innovative consciousness,combined with the analysis of the current situation of teachers’ cultivation of students’innovative consciousness in high-quality classroom and the results of teachers’ interviews,this paper puts forward some suggestions for optimizing the cultivation of high school students’innovative consciousness in geography:(1)encouraging students to think about geographical problems from multiple perspectives;(2)developing curriculum resources in all aspects;(3)paying attention to the design of inquiry activities.Students’innovation;(4)Establish the evaluation mechanism of students’ innovation consciousness;(5)Strengthen the training of teachers’innovation education.The main conclusions of this paper are as follows:(1)The current situation of cultivating high school students’geographical innovation consciousness by teachers in high-quality classes is not optimistic;(2)the importance of teachers and the current evaluation system are the main factors affecting the cultivation of high school students’ geographical innovation consciousness;(3)the optimization suggestions for the cultivation of high school students’geographical innovation consciousness are put forward.The innovation of this paper lies in the innovation of research contents and methods.This research combines the cultivation of students’innovative consciousness with geography teaching.On the basis of the existing research status,i.e.relevant principles and strategies,this paper explores the implementation of the strategies of cultivating students’ innovative consciousness in geography by case analysis.On this basis,it puts forward the optimization strategies of cultivating high school students’innovative consciousness in geography,in order to enrich the existing strategy research.更多还原