【作者】 李燕；

【导师】 何红；

【作者基本信息】 贵州师范大学 ， 学科教学（地理）（专业学位）， 2017， 硕士

【摘要】 地理自制教具是实践教学的一部分内容,具有不可替代的优势,它可以提高学生的地理实践力,培养学生的实践能力等。现阶段对地理自制教具的研究仅停留在理论层面,较少有具体的评价体系和案例应用的研究。随着多媒体技术的发展,很多教师偏向于研究新技术,而传统的地理自制教具的研究逐渐弱化,因此地理自制教具的研究缺少了制作的具体实例和对应的评价。论文主要分为四个部分。第一部分通过文献阅读和问卷调查,发现缺少地理自制教具的制作实例及文字说明;教师对自制教具的兴趣浓厚但实践水平较低;学生参与的程度较低等问题。第二部分以学生的参与程度为标准建立了新的分类体系,包括展示型地理自制教具、演示型地理自制教具和互动型地理自制教具。同时从自制教具的特征、教学过程、教师评价、学生评价等方面建立了初步的评价标准,并对实例进行评价。第三部分通过与研究生同学合作,完成四个不同类型的地理自制教具实例。从地理自制教具的制作目的、原理依据、制作材料、制作过程、教具使用、评价等方面记录了详细的文字材料说明,对教师自制地理教具有引导和师范的作用。第四部分在教学实践中以“锋”为例进行案例应用研究。首先带动学生参与地理教具的制作并以小组合作的形式在课堂上演示,然后以随堂练习的形式检测学生对知识的掌握,最后以访谈来调查学生对地理自制教具的兴趣。从案例应用中可以看出地理自制教具应用成效显著。论文主要的成果包括地理自制教具的分类和评价标准构建;四个地理自制教具的实例制作;学生参与制作教具,进行课堂实践。最后总结了地理自制教具的实效,思考了研究的不足之处,并提出相关的建议,最后也期望地理自制教具能有新的发展创新。更多还原

【Abstract】 Geography Self-made teaching aids are part of practice teaching with outstanding advantages.It can strengthen students’ skills for practice,cultivate students’ practical ability.At present,the study of geography self-made teaching aids have not proceeded far but in theory lacking of a concrete evaluating system and application cases.With the development of multimedia technology,many teachers tend to study the new technology,geography self-made teaching aids gradually weakened,so the study of geography self-made aids lack of specific examples and the corresponding evaluation.This paper is divided into four parts.The first part of the study through the literature and questionnaire survey found problems that the lack of geography self-made teaching aids of production examples and text description;teachers interested in self-made teaching aids but have a lower level of practice;students to participate in a lower degree and so on.The second part establishes a new classification system based on the students’ participation degree,including display geography self-made teaching aids,demonstration geography self-made teaching aids,and interactive geography self-made teaching aids.At the same time,the preliminary evaluation criteria are constructed from the characteristics of self-made teaching aids,teaching process,teacher evaluation,student evaluation and other aspects.And the evaluation criteria will used for specific examples.The third part,through cooperation with graduate students,completed four different types of geography self-made examples.Recorded a detailed description of the text from the purpose of production,the basis of the principle,materials,production process,the use of teaching aids,evaluation and other aspects,it has a guiding and normal role of geography self-made aids for teachers.The fourth part take “Feng” as an teaching example for applied research.First of all,students will participate in the production of geography aids and have a demonstration in the form of group cooperation in the classroom,and then to the form of practice to detect students to master the knowledge,and finally interview to investigate students interest in geography self-made teaching aids.It can be seen from the case application that the application of geography homemade teaching aids is remarkable.It can be seen from the case application that the application of geography self-made teaching aids has a significant effect.The main achievements of the paper include the classification of geography self-made teaching aids and the construction of evaluation standards;Making four geography self-made teaching aids;and to drive students to participate in the production of teaching aids for classroom practice.At the very end,the functions of Geography teaching aids and the drawbacks of our researches and relevant advice were presented.We do hope that there will be more innovation and development during years to come.更多还原