基于新课标的高师地理课程设置研究

【作者】 张翠萍；

【导师】 代合治；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 世纪交替之际,中国开始了新一轮基础教育课程改革。新课程目标的多元化、课程结构的多样化、课程内容的时代性、课程实施的灵活性、课程评价的发展性是对传统课程理念的根本性变革,对中学教师的教育理念、知识结构、授课技能、人文素养等诸方面提出了更高要求。对我国当前的高师教育带来了强烈的冲击和挑战。师范教育作为我国教育事业的工作母机,已经不能适应新课改对教师的专业化要求。因此,高师课程改革势在必行,其中课程设置改革是核心。本文主要采用文献研究法、问卷调查法、访谈法和经验总结等教育研究方法,借鉴国外课程改革的发展趋势对我国高师地理课程设置改革进行了研究。论文由五部分组成,第一部分分析了高师地理课程改革的背景,通过对基础教育课程改革及教师专业化理论的综述,阐明了研究高师地理课程设置改革的现实意义。在此基础上呈现了本文的研究思路。第二部分具体论述了课程改革的理论基础,包括结构功能的理论、建构主义课程理论、整体性课程结构观、教师专业化的知识结构理论和杜威的“从做中学”理论,为高师地理课程改革提供了理论依据。第三部分,详细分析了地理新课程改革的目标、理念及新视点,在对地理新课标进行解读的基础上,对《教学大纲》和《课标》在课程理念、课程内容、课程结构等方面进行了比较,进一步分析了新课标对地理教师的专业诉求。第四部分实证调查和分析。通过对高师毕业实习生、中学地理教师的问卷调查,结合我国部分高师院校(华中师大、淮阴师范、华南师大、曲阜师大)地理课程设置情况的统计,分析了我国高师地理课程的存在的问题:课程观念方面,重学术性轻师范性、重理论性轻现实性、重经典理论轻现代科学知识;课程内容方面,一定程度上存在陈旧、重复,知识结构单一等问题;课程结构方面,地理学科专业课程比例过大,公共基础课程、教育类课程比例偏低,学科专业课程设置过剩、过专,选修课比例较低,实践类、教育类课程少,教育实习时间短等。整个课程体系缺乏灵活性和弹性。依据以上分析,在与国外地理课程设置进行对比的基础上,第五部分指出高师地理课程设置改革的必要性,并提出高师地理课程设置的建议:创新课程目标、优化课程结构、更新课程内容、建立特色精品课程。最后是本文的结论部分。更多还原

【Abstract】 The new curriculum reform of basic education begins in china at the end of 20th century. The reform that disparate curriculum object, various curriculum structure, modern curriculum content, flexible curriculum implementation and developing curriculum estimation is a fundmental change to traditional curriculum theory Meanwhile, more newer and higher demands are being put forward for teachers in regard to teaching views, knowledge structure, basic teaching skills and humanity qualities etc. Basic education reform brings strongly impact and challenges to present teacher education. As the machine run tool of educational work , teacher education can not adapt to the specialization requirements of teachers, so the reform of normal universities must be carried out and the core is curriculum-set reform.By using the methods of document summary method, questionnaire investigation, interviewing , experience summary method and drawing lessons from the developing tendency of education-reform outside china, the paper makes a research on curriculum-set reform of geography in normal universities.The paper consists of five parts.The first part analyses the background and the realistic significance of curriculum-set reform of geography in normal universities by the review of curriculum reform of basic education and theories of teacher specialization. Above which, it brings out the research route.The second part elaborates the theoretical basis of the reform clearly. The third part conveys a detailed analysis on the characteristic of new curriculum reform of basic education. Through the interpretation of the new curriculum standard.This part presents the differences between the geography teaching syllabus and new curriculum standard in the aspects such as curriculum idea, curriculum content, curriculum sturcture. And then further analyzes the appeals for the teacher specialization from new curriculum reform. The forth part is the positive analysis about the present situation of geography curriculum in normal universities. The problems: From the point of curriculum concept, it emphasizes on researching not teaching, emphasizes on theory not reality, emphasizes on classical theory not modern scientific knowledge; From the view of curriculum content, the content is old、repeated and the structure of the knowledge is dull; From the view of curriculum-structure, the proportion of the major curriculums is too high, but that of the public curriculums and education curriculums is opposite ,the major and required curriculums are much more than optional curriculums. The whole curriculum system lacks of flexibility and elasticity. On the base of the four parts above and comparison with foreign geography curriculum-set reform, the fifth part puts forward the necessities and suggestions of the curriculum-set reform of geography in normal universities. The suggestions include that Innovate curriculum objectives, perfect the curriculum structure, renew curriculum content and make top quality courses. The lastis the conclusion of the research.更多还原