【作者】 张贝贝；

【导师】 郭志永；

【作者基本信息】 河南大学 ， 学科教学（专业学位）， 2015， 硕士

【副题名】以河南省部分高校为例

【摘要】 教育对于社会的进步、发展起着中流砥柱的作用,是兴国之路。“十年树木,百年育人”,教师是践行教育的直接参与者。因此,师范生的培养质量,将会影响到未来教育的质量。21世纪对于教师提出了专业发展的要求。教师作为一门专业性的职业,需要进行专业化、系统化、科学化的培养。而教学技能作为教师的基本职业技能,在课堂教学中,更是需要教师独创性地娴熟运用综合教学技能进行教学实践活动。在对地理师范生培养的过程中,不但要教授地理专业知识,以期培养其良好的地理素养及扎实的地理学科教学理论知识,也要教授基本的心理学、教育学、教师专业发展等,具备教育教学能力。从而使师范生具有以下良好的教育教学能力:坚实的地理理论知识基础、科学的教育理论、有效的教学方法、合理全面地培养学生。但教学技能是不可以忽视的环节,因为教学技能是构建教师“教”与学生“学”的桥梁。自上世纪80年代引入我国的微格教学,利用现代教育技术来培养教学技能的教育模式,集实用性、可操作性、应用广泛性于一身。通过向河南省内部分地理师范生咨询,了解到目前河南省内运用微格教学培养地理教学技能的高校主要有河南大学、信阳师范学院、南阳师范学院。通过“问卷调查”,收集以上三所高校微格教学培养地理师范生教学技能的现状。问卷总共发出217份,收回问卷203份,收回率为93.55%。无效问卷17份,有效问卷186份,有效问卷占收回问卷的91.63%。“问卷调查”的研究对象主要是河南大学2011年级环境与规划学院地理科学专业、信阳师范学院2011年级城市与环境科学学院地理科学专业、南阳师范学院2011年级环境与旅游学院地理科学专业的学生,少部分研究对象则是相应院校的2010年级、2009年级地理科学专业的学生。由于笔者参加了信阳师范学院2009年级城市与环境科学地理科学专业的微格教学,因此,对于微格教学培养地理师范生教学技能比较了解。试图通过文献资料法、问卷调查法、教学统计法,获取目前河南省内微格教学培养地理师范生教学技能的现状,进而分析目前存在的问题,在此基础上提出相关对策。本文第一章是关于选题背景、研究意义、研究进展与研究方案的阐述。研究进展包括国外研究进展和国内研究进展;研究方案主要包括研究目的、研究对象、研究方法、技术路线、研究过程。第二章是地理教学技能与微格教学概述。主要说明地理教学技能的定义、特征与功能;地理教学技能的分类;微格教学的概念、微格教学培养地理教学技能的实施过程、特点与作用。第三章则是问卷调查的结果分析。针对问卷调查结果,依次通过数据进行分析现状,以及存在的问题,进而提出相应对策。第四章则针对微格教学培养地理教学技能的过程,详细介绍各个地理教学技能训练情况。第五章则是结论、创新点、不足与展望。根据问卷调查所获得的微格教学培养地理师范生现状以及存在的主要问题,提出了以下对策:①微格教学多媒体视听技术需要完善;②微格教学指导老师讲解相关理论应该更为深入。如果条件允许,微格教学指导老师可以积极组织地理师范生观摩视频、观看教学技能大赛;③“角色扮演”环节需要大家配合,共同营造良好的课堂氛围;④增加微格教学训练次数,为地理师范生提供较多的锻炼实践机会。更多还原

【Abstract】 Education for social progress, development plays a mainstay role is rejuvenating the road. "Ten trees, a hundred years of education", teacher education is the practice of direct participants. Therefore, training quality normal students, will affect the quality of education in the future. 21 st Century forth requirements for teacher professional development. Teacher as a professional career, the need for professional, systematic and scientific training. Teaching skills and basic vocational skills as a teacher in the classroom, it is necessary for teachers originality skillful use of comprehensive teaching skills for teaching practice.In the course of normal students geography culture, not only to teach geography expertise in order to develop their good quality and solid geographic geography teaching theoretical knowledge, but also teach basic psychology, education, teacher professional development, with teaching ability. So that normal students with good teaching ability: a solid theoretical knowledge base geography, education, scientific theory, effective teaching methods, students reasonably comprehensive. Teaching skills but can not ignore the link, because teaching skills is to build teacher "teach" students "learning" of the bridge. Since the 1980 s, the introduction of the micro-teaching, the use of modern educational technology to develop teaching skills education model, set practicality, operability, extensive application in one.From some normal students in Henan Province geography consulting, understand the current use of micro-teaching training in Henan Province geography major university teaching skills, Henan University, Xinyang Normal University, Nanyang Normal University. By "questionnaire" to collect more than three universities Microteaching Training Situation Normal- Students in geography skills. A total of 217 questionnaires issued to recover the 203 questionnaires were recovered was 93.55%. 17 invalid questionnaires, 186 valid questionnaires, the effective recovery of the questionnaire survey accounted for 91.63%."Questionnaire" the study year 2011 was mainly Henan University School of Geography and Planning, Environmental Science, Xinyang Normal University Year 2011 Urban and Environmental Science, Geography Science, Nanyang Normal University College of Environment and Tourism Year 2011 geographical science majors, a small part of the study is the corresponding institutions grade 2010 2009 geographic grade science students. As the author, Xinyang Normal University attended grade 2009 Urban and Environmental Sciences Geographic Sciences microteaching, therefore, for Micro Teaching Geography Students’ Teaching Skills better understanding. Trying literature, questionnaire, data analysis, obtain the current status of Henan Province Micro Teaching Geography Teachers teaching students skills, and then analyzes the existing problems, propose countermeasures on this basis.The first chapter is the study of meaning, elaborated on the background, research progress and research programs. Research progress including progress overseas research and domestic research; research programs include research purposes, research object, research methods, technical route, the research process. The second chapter is geography teaching skills and microteaching overview. The main explanation is defined geography teaching skills, characteristics and functions; geography teaching skills of classification; the concept of micro-teaching, micro-teaching geography teaching skills training implementation process, characteristics and effect. The third chapter is the analysis of the survey results. For the survey results, in turn analyze the situation, and problems through data, and then put forward countermeasures. Chapter IV is the process of micro-teaching training for geography teaching skills, detailing the various geographical situation of teaching skills. The fifth chapter is the conclusion, innovation, lack of prospects.According to the survey acquired Micro Teaching Geography Teachers Health status quo and existing problems, proposes the following measures: ① micro-teaching multi-media technology to be perfected; ② micro-teaching instructor to explain the theory should be more in depth. If conditions permit, micro-teaching instructor can actively organize geographic normal students to observe video, watch the teaching skills contest; ③ "role-playing" link we need to meet together to create a good atmosphere in the classroom; ④ increase in the number of micro-teaching training for geography Teachers provide students more opportunities to practice exercise.更多还原