高中地理“建構(gòu)式生態(tài)課堂”中教師行為研究.pdf

1、學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名：1虱壺、、％日期：弘』；協(xié)7學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文

2、的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部內(nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀矣嘘P(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學(xué)位論文屬于保密論文，密級：巫妄保密期限為——年。學(xué)位論文作者簽名：凰每、j吻日期：沙I；妒盛丫∥指導(dǎo)教師簽名：—弓≯幣魴勿沁日期：扣，弓、廣L／Abstract———————————————————————

3、————————————————一——————————————————————————————————————————————————————————————————————一AbstractAftertenyearsofthenewcurriculumreformofgeographyphilosophyandgeographyteachers’classroomshaveundergonegreatchangesInordertof

4、urtherdeepenthereformofclassroomteaching，LianyungangCityinrecentyearsproposeda”constructivistclassroomecology”Afteraperiodofpracticeandreform，approachingtheclassroomandteacherswefoundalotofclassroomautonomycooperation，an

5、dexploractionnotreallycarriedoutThemajorityofteacherstendtofocusonclassroombehaviorsneglectingofeducationalactivities，therolesofteachers’researchtopromoteandguideteachingbehaviors，Thepositionofstudentsisstillnotprominent

6、，andmostteachersdonotattachimportancetoteachingreflectionandSOonBasedonteacherbehaviorproblemsforreflection，thearticlenotonlypresentsautonomyandcooperation，thedefaultbehaviorandgenerateotherteachingimprovements，buttoimpr

7、ovesteachereducation，teacherstudentrelationshipandothereducationalactivitiesandteachersinteachingresearch，learninginteachingandresearchbehaviorArticleisdividedintofiveparts：Thefirstpart，theintroduction，introducestopicsof

8、thebackgroundandsignificance，researchstatusandtrends，aswellasresearchideasandmethodsinnovationsThesecondpartiSaboutadefinitionoftheconceptandresearchrelatedtothetheoreticalbasisThethirdpartisaboutasurveryofteacherbehavit

9、orintheLianyungangCityHighSchoolintheimplementationof”ecoconstructivistclassroom”，Throughsurveys，visitsandotherformstheauthoranalyesteacherbehaviorproblemsandthemainreasonThefourthpart，ineducationact，teachingbehavioraswe

10、llasteachingandresearchact，putsforwardcountermeasurestoimproveteacherbehaviorThefifthpartiSabouttheconclusionandoutlookFromthestudyofthissubjectwecanfindthatteachersshouldnotonlyfocusonimprovingclassroombehaviors，butalso

11、focusontheimprovemtofteachingbehaviors，whichwillmake“eco—constructivistclassroom”highlyeffective，toimprovestudents’motivationtolearn，toachieveefficientclassroomandtopromotetheprofessionaldevelopmentofteachers，thuspromoti