【作者】 李敏；

【导师】 卢晓旭；

【作者基本信息】 华东师范大学 ， 教育硕士（专业学位）， 2024， 硕士

【摘要】 地理问题式教学,是一种由教师创设情境和问题,引导学生通过自主学习和小组合作的方式解决问题,进而提升学生地理知识与能力的教学方式,同时也是新课标所倡导的教学方式。为验证按照问题解决的一般过程开展问题式教学能够显著提升学生的地理问题解决能力,首先确立地理问题解决能力的评价指标体系,然后编制调查问卷,并依据观察情境发现问题、反复审思分析问题、提出策略拟构假设、落实执行验证假设、抉择分析整合成果、评价成果推广应用这六个步骤设计了8篇问题式教学设计。运用实验研究法,选取山西省某县域中学初一年级四个班级130名学生为研究对象,分普通班和重点班两个层次分别开展对照实验,在实验班进行问题式教学,在对照班进行传统教学。通过前后测问卷调查,运用数据统计方法,对学生地理问题解决能力提升的效果进行分析,运用访谈法,进一步了解不同学生问题解决的思维过程。实验结果表明,与传统教学相比,为期两个月的按照问题解决的一般过程开展的问题式教学对学生问题解决能力的提升并没有显著效果。研究未能证实该问题式教学可以显著提升学生的地理问题解决能力,原因可能有三点:第一,实验样本量小,可能不具有广泛代表性;第二,实验中存在干扰因素,教学时间紧张、设计存在缺陷和实施过程受到干扰等因素都可能影响实验结果;第三,实验周期较短,实验班变化幅度的差异可能还没显现出来。此外,研究还提出了一个培养学生地理问题解决能力的问题式教学框架,界定了地理问题解决能力,确立了该能力的评价指标体系并开发了测量工具。建议教师在问题式教学实验时以课时多的八年级学生为研究对象,扩大研究范围、延长单个问题式教学与周期性实验的时长继续探索问题式教学的独特价值并将地理问题解决能力的测量融入日常生活与学习中,注重过程性评价和多元评价。更多还原

【Abstract】 Problem-based learning in geography is a teaching method advocated by the new curriculum,where teachers create scenarios and pose questions to guide students in solving problems through group collaboration.In the process of problem-solving,students acquire geographical knowledge and skills.To validate the significant enhancement of students’ geographical problem-solving abilities through problem-based learning,the first step is to establish an evaluation index system for geographical problem-solving abilities.Then,a survey questionnaire is developed.And eight problem-based learning designs are formulated according to the six steps: finding the problems by observing situations,repeatedly reflecting and analyzing problems,proposing strategies and hypotheses,implementing and validating hypotheses,making decisions and analyzing and integrating results,and evaluating and applying outcomes.In the study,an experimental research method was employed.The research subjects consisted of 130 students from four classes in the first grade of a secondary school in a county in Shanxi Province.The students were divided into two groups: regular classes and advanced classes,which served as the control and experimental groups,respectively.Problem-based learning was implemented in the experimental group,while traditional learning methods were used in the control group.Pre-and post-test questionnaires were administered and data analysis techniques were applied to measure the enhancement of students’ geographical problem-solving abilities.Additionally,interviews were conducted to gain further insights into the students’ thinking processes during problem-solving.The experimental results indicated that,compared to traditional learning,the two-month problem-based learning following the general problem-solving process,did not yield a significant improvement in students’ geographical problem-solving abilities.The study failed to demonstrate a significant enhancement in students’ geographical problem-solving abilities through problem-based learning,and this could be attributed to three factors.Firstly,the small sample size of the experiment may lack wide representativeness.Secondly,there were interfering factors present in the experiment.Factors such as limited learning time,design flaws,and disturbances during implementation could have influenced the results.Thirdly,the experimental duration was relatively short,and the differences in the extent of change within the experimental group may not have fully manifested.Furthermore,the study proposed a problem-based learning framework for fostering students’ geographical problem-solving abilities.The study defined geographical problem-solving abilities,established an evaluation index system for these abilities,and developed measurement tools.It is recommended that teachers expand the scope of research by including eighth-grade students with more class hours in problem-based learning experiments.Moreover,the duration of individual problem-based learning sessions and periodic experiments should be extended to further explore the unique value of problem-based learning.It is also suggested to integrate the measurement of geographical problem-solving abilities into daily life and learning,emphasizing process-oriented evaluation and diverse assessment methods.更多还原