摘要
随着素质教育的发展，对教育提出了更高的要求。在当前班级授课制的教育背景下，需要探寻更有效的教学方法来适应教育发展的要求，培养社会需要的各方面人才。基于STEAM理论的分组教学法强调合作促发展，能调动学生学习的积极性和兴趣，有利于培养综合型人才，是符合素质教育要求并能顺应时代发展的教学方法，其宗旨是缓解班级授课制与素质教育之间的矛盾。
本文采用文献资料法、实验法、问卷调查法和数理分析法，以罗山县定远中学八年级（1）班和（2）班为研究对象，对STEAM理论的分组教学法在初中地理教学中的应用进行研究。其中（1）班采用传统教学方法（称为对照班），（2）班采用STEAM理论的分组教学法（称为实验班），且两班授课教师为同一人。在分组教学法原有的研究基础上构建新的实施原则、分组标准和教学模式，将构建的新的模式应用于地理教学实践中，并通过统计分析两班学生的成绩和调查问卷结果来检验STEAM理论的分组教学法的教学效果。结合前期对教师和学生的访谈以及反思整个教学实践过程归纳出不足，并从学生、教师和学校三个方面提出优化措施。得出以下主要结论：
（1）学生成绩方面。统计实验班与对照班七次考试成绩，对比分析平均分、及格人数与不及格人数。实验班开学考试的平均分低于对照班，采用分组教学法后的其余六次考试，实验班平均分均高于对照班。从不及格和及格人数发展趋势来看，实验班高分层人数逐渐增加，不及格人数明显下降，说明分组教学
法有利于学生地理成绩的整体提升。（2）学生态度方面。在两班学生男女比例、父母学历等基本情况和地理学习内容一致的基础上，实验班学生对地理学科的感兴趣程度和学习的积极性都远高于对照班，说明STEAM理论的分组教学法受到学生的肯定，有利于增强学生学习兴趣和积极性。（3）学生能力培养方面。在现实生活中思考和解决地理问题、能借助地图等工具寻找地理问题答案的人数中实验班远超对照班，说明STEAM理论的分组教学法更能培养学生的综合素养和地理实践力（4）优化方面。学生合作意识缺乏，能胜任队长的人数有限，需要教师不断培养学生的合作意识并加强对队长的指导；分组教学法对教师的教学内容掌握和教学技能等方面的要求更高，需要教师不断提高自己的专业素养和教学能力；学校对新的教学方法的重视程度不够，应该鼓励新的有效教学方法的实施，并为教师提供更高的学习平台和更多的探讨机会。
关键词：STEAM；分组教学法；初中地理；应用研究
Abstract
With the development of quality-oriented education,higher requirements have been placed on education.More effective teaching methods must be necessary to the needs of society in order to cultivate talents under the educational background of the current class teaching system.The group teaching method bad on STEAM theory focus on how to promote development through coopera
tion.It is of great esnce in arousing students’learning passion and helping to cultivate comprehensive talented personnel.Besides,it meets the requirements of all-round education and conforms to the development of the times.A study on the application of STEAM theory in geography teaching aims to alleviate the contradiction between class teaching system and quality education.
By using the methods of literature,experiment,questionnaire and mathematical analysis,the author takes the students of class1and class2,grade8of Dingyuan Middle School in Luoshan County as the rearch objects,and studies the application of grouping teaching method of STEAM theory in geography teaching in junior high school.Between them,class1(the control class)adopts the traditional teaching method,class2(the experimental class)adopts the group teaching method of STEAM theory.The two class were taught by the same teacher.The author constructed new implementing principles,grouping criteria and teaching modes on the basis of previous studies.Meanwhile,the new mode was applied to the practice of geography teaching.So that the author is able to examine the teaching effect of group teaching method under the guidance of STEAM theory by statistical analysis of the results of the two class and questionnaire survey.Combining with the interview of teachers and students in the early stage and reflecting on the whole teaching practice process, this paper summarizes the shortcomings,and puts forward the opti
mization measures from three aspects:students,teachers and schools.The following main conclusions were drawn:
(1)In terms of student performance.By collecting the results of the ven examinations of the experimental class and the control class and analyzing the average score,the number of students who has pasd or failed,the author found that the average score of the first examination of the experimental class was lower than
that of the control class,and the average score of the other six examinations after the group teaching method was higher than that of the control class.From the number of development trend of failing and passing,the number of high stratification in experimental class increas gradually,and the number of failing students decreas obviously,which indicates that the group teaching method is beneficial to the overall improvement of students’geographical achievement.(2)In terms of student attitudes, on the basis of the same proportion of male and female students,parents’educational background and geography learning content,the students in the experimental class are much more interested in geography and more active in learning than tho in the control class.It shows that the group teaching method bad on the STEAM theory is affirmed by students,which is conducive to enhancing students’interest and enthusiasm in learning.(3)On the cultivation of students’ability,the n达蒙 塞尔瓦托
flameskyumber of students who think about and solve geographical problems in real life and can find answers to geographical problems with the help of maps and other tools is much higher in the experimental class than in the control class,indicating that the group teaching method of steam theory can better cultivate students’comprehensive quality and geographical practice.(4)The lack of students’n of cooperation and the limited number of qualified team leaders require teachers to constantly cultivate students’n of cooperation and strengthen the guidance of team leaders;the group teaching method requires teachers to constantly improve their professional quality and teaching ability;schools do not pay enough attention to the new teaching methods,so school should encourage the implementation of the new effective teaching methods and provides teachers with a higher learning platform and more opportunities for discussion.
Keywords:STEAM;Group Teaching Method;Junior Middle School Geography; Applied Rearch
目录
摘要.............................................................................................................................II 第一章绪论 (1)
第一节研究背景 (1)
一、素质教育的要求 (1)
一般将来时的结构
二、核心素养对初中地理提出了新要求 (1)
三、初中地理教学现状 (2)
四、STEAM教育的兴起 (2)
第二节研究目的与意义 (3)
一、研究目的 (3)
二、研究意义 (4)
第三节国内外研究现状 (5)
一、STEAM理念的研究 (5)
二、分组教学法的研究 (11)
六一儿童节手抄报内容资料
第四节研究思路、内容及方法 (13)
一、研究思路 (13)
二、研究内容 (14)
三、研究方法 (14)
四、技术路线 (16)
第二章相关概念界定及理论基础 (17)
第一节相关概念 (17)
一、STEAM理念 (17)
二、分组教学法 (17)
三、基于STEAM理论的分组教学法 (18)轧材
第二节理论基础 (18)
一、认知差异理论 (18)
二、因材施教理论 (19)
三、建构主义理论 (19)
四、人本主义理论 (20)
第三章基于STEAM理念的分组教学法在初中地理教学的应用 (21)
第一节情境分析 (21)
一、教师情况分析 (21)
二、学生情况分析 (23)
第二节实施原则 (25)
一、适中性原则 (25)
二、实用性原则 (26)
三、探讨性原则 (27)
contrasting四、互通性原则 (27)
第三节教学模式 (28)
一、确认优化分组 (28)
二、分配组内任务 (30)
targa三、组织课堂教学 (31)
四、构建评价体系 (31)
第四节教学案例设计 (33)
一、问题思考型课堂—以《气候》为例 (33)
二、外出实践型课堂—以《农业》为例 (40)
第四章基于STEAM理念的分组教学法实验结果分析和优化建议 (45)
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第一节调查问卷设计 (45)
第二节调查问卷回收情况 (46)
第三节数据统计与结果分析 (46)
一、调查问卷统计与分析 (46)
二、学生成绩统计与分析 (50)
manually
三、实验结论 (54)
第四节优化建议 (55)
一、存在问题 (55)
二、解决措施 (56)
第五章研究结论与展望 (58)
第一节研究结论 (58)
第二节研究不足与展望 (59)
一、不足 (59)
二、展望 (59)
参考文献 (61)
附录 (64)
攻读学位期间获得与学位论文相关的科研成果目录 (73)
致谢 (74)
