基于马扎诺教学理论的高中地理单元设计研究

【作者】 贾朝霞；

【导师】 张艳芳；

【作者基本信息】 陕西师范大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 在新课改的浪潮下,学科核心素养应运而生,地理学科核心素养为区域认知、综合思维、人地协调观和地理实践力。在核心素养一课程标准(学科素养)一单元设计一课时计划环环相扣的教学环节中,单元设计是学科核心素养落实的重要一环。但是目前地理教师在单元设计中存在着忽视单元设计,割裂单元设计各个核心环节的问题,导致单元设计流于形式。而马扎诺教学理论是一个成熟的教学设计理论,可以将单元设计中的目标设计、策略设计、评价设计这三大核心环节进行有效整合,为高中地理教师单元设计提供系统的指导,帮助教师提升单元设计能力。基于马扎诺教学理论、系统论、建构主义理论以及“最近发展区”教育理论,采用文献研究法、问卷调查法、实验研究法和访谈法,调查高中地理单元设计的现状,并分析高中地理单元设计中存在的问题及其成因;基于马扎诺教学理论,构建高中地理单元设计模式;基于单元设计模式,提出高中地理单元设计具体方案;根据所提方案选取典型案例进行单元设计,并进行实验及效果测评,获得以下结论:(1)地理教师单元设计的频率低,单元目标设计、单元策略设计和单元评价设计不匹配。目前地理教师忽视单元设计,对单元设计的含义以及其中的部分环节理解模糊,导致单元设计频率低。单元教学目标中缺乏地理核心素养的贯穿、较少关注学生的元认知过程、忽略学生的情感意识;单元教学策略设计过程中,教学任务同教学目标的对应性差;单元教学评价以终结性评价为主,表现性评价弱,不能全面地测定单元目标的达成情况。因此,目前存在着单元目标、单元策略、单元评价不匹配的问题,致使单元设计流于形式,不能发挥其真正的效用。(2)基于马扎诺教学理论,高中地理单元设计模式的核心任务是实现单元目标、单元策略以及单元评价的整合性。高中地理单元设计模式主要由设定目标、达成目标和反馈目标三部分构成,其中设定目标对应单元目标的设计,基于学生认知水平的三大系统-自我系统、元认知系统和认知系统进行,单元目标的设计应能够形成一个层次分明的目标序列;达成目标对应单元教学策略的设计,依据创设情境-设计教学任务-设计教学活动的基本途径进行,单元任务的设计应形成层次分明的任务序列,同单元目标序列相对应;反馈目标对应单元教学评价的设计,将目标归纳到评价量表中,采用评价量表来测量目标的达成情况。(3)基于马扎诺教学理论的高中地理单元设计方案包括四个核心内容。单元教学内容划分,必须依据课标的要求,挖掘知识之间的内在关系,突出单元的逻辑主线;单元教学目标设计,必须依据学生认知水平和学习能力,挖掘地理核心素养,突出目标的层次性;单元教学策略设计,必须依据单元目标,挖掘真实情境,突出单元任务对于单元目标的达成性;单元教学评价设计,必须依据单元目标层级,设计单元评价量表,突出对于学生的表现型评价。(4)选取典型案例《大气》单元进行单元设计,并进行实验研究及效果测评。研究结果表明单元设计有以下优势:①通过统整单元教学内容,更加突出单元知识之间的内在联系;②通过梳理单元逻辑主线,更加突出地理核心素养的培养;③通过设定自我系统和元认知系统目标,更加突出学生自我管理能力的培养;④通过跟踪学生的学习进步情况,更加突出学生单元学习过程的评价。更多还原

【Abstract】 Under the tide of the new curriculum reform,the core literacy of disciplines emerged at the historic moment,The core literacy of geography is regional cognition,comprehensive thinking,human-earth coordination view and geographical practice ability.Unit design is an important part for the implementation of core literacy in the teaching links of core accomplishment--curriculum standard(subject literacy)--unit design--class planning.However,at present,the geography teachers neglect the unit design,and separate each core link in the unit design,which leads to the unit design to be formless.Mazzano’s teaching theory is a mature teaching design theory,which can effectively integrate the three core links of objective design,strategy design and evaluation design in unit design to provide systematic guidance for unit design of high school geography teachers,and help teachers improve their unit design ability.Based on Mazzano’s teaching theory,system theory,constructivism theory and the theory of "Zone of Proximal Development",literature research,questionnaire survey,experimental research and interview method are adopted to investigate the current situation of the design of high school geographical units,and analyze the existing problems and their causes in the design of high school geographical units.Based on Mazzano’s teaching theory,the geography unit design pattern of high school is constructed.Based on the pattern of unit design,the specific design scheme of high school geography unit is put forward.According to the proposed scheme,typical case is selected for unit design,and experiments and effect evaluation are conducted.The following conclusions were obtained:(1)the unit design frequency of geography teachers is low,and the unit objective design,unit strategy design and unit evaluation design do not match.At present,geography teachers ignore unit design and have a vague understanding of the meaning of unit design and some of its links,resulting in low frequency of unit design.The unit teaching goals lack the penetration of the geography core accomplishment,pay little attention to the students’ metacognitive process and ignore the students’ emotional consciousness.In the process of unit teaching strategy design,the correspondence between teaching tasks and teaching objectives is poor.The unit teaching evaluation is terminated mainly,and the performance evaluation is weak.Therefore,there is a problem of mismatching of unit objective,unit strategy and unit evaluation,which leads to unit design becoming formal and unable to exert its true utility.(2)Based on mazzano’s teaching theory,the core task of high school geography unit design pattern is to achieve the integration of unit objectives,unit strategies and unit evaluation.High school geography unit design patterns is mainly composed of setting goals,achieving goals,and feedback goals.The design of unit goals corresponding to setting goals is based on three major systems of students’ cognitive level-self system,metacognition system,and cognition,the design of the unit goals should be able to form a distinct target sequence;The design of unit teaching strategy corresponding to the target should be based on the basic approach of creating the situation-designing teaching tasks-designing teaching activities.The design of unit tasks should form a clear hierarchy and the task sequence corresponds to the unit target sequence.the design of the feedback unit corresponding to the unit’s teaching evaluation is summarized into the evaluation scale,and the evaluation scale is used to measure the achievement of the target.(3)The unit design plan of the high school geography based on mazzano’s teaching theory includes four core contents.The division of unit teaching content must be based on the requirements of the curriculum standards,excavating the internal relationship between knowledge,highlighting the logical main line of the unit;the design of unit teaching objective must be based on students’ cognitive level and learning ability,excavating the core literacy of geography,and highlight the hierarchy of objectives.The unit teaching strategy design must be based on the unit goals,mining the real situation,highlighting the unit task’s achievement of the unit goals;Unit teaching evaluation design,must design the unit evaluation scale according to the unit goal level and highlight the performance evaluation of students..(4)Selecting a typical case "atmosphere" unit for unit design,and conducting experimental research and effect evaluation.The research results show that the unit design has the following advantages:①by integrating the teaching content,the internal relationship between unit knowledge is more prominent;②by combing the main logic of the unit,the cultural core literacy is more prominent;③by setting the goals of self-system and metacognitive system,the cultivation of students’ self-management ability is emphasized;④by tracking the progress of students’ learning,the evaluation of student unit learning processes is more prominent.更多还原