【作者】 刘导；

【导师】 陈实；

【作者基本信息】 华中师范大学， 课程与教学论， 2024， 博士

【摘要】 随着教育部提出培养造就高素质专业化创新型中小学教师队伍的发展计划,新时代中国教师队伍的能力建设处于国家发展的战略地位。新一轮高中地理课程改革为了推动人才培养模式的改革创新,在新课程标准中明确提出了“问题式教学”的发展建议和要求。然而实践表明,目前仍有许多高中地理教师在开展问题式教学时不明确或不具备应有的教学能力,也缺乏能力发展的系统指导和训练。这不仅让教师难以适应新的高考评价体系对教学能力带来的发展挑战,也影响了我国现代人才的培养和选拔。因此,高中地理教师的问题式教学能力发展研究具有理论和现实的双重意义。本研究立足于高中地理教师问题式教学能力的真实现状,重点对能力发展的机制和策略进行探讨,旨在解决教师在问题式教学能力发展中存在的问题和困难。 本研究在大量梳理国内外文献的基础上,提出并完善了“高中地理教师的问题式教学能力”这一概念,并从地理问题式教学的理论认知、教学设计、教学实施、教学评价、教学研究发展五个维度,进一步剖析了问题式教学能力的构成。同时,为了进一步厘清研究思路,本研究从本体论、认识论、方法论以及价值导向四个方面,对高中地理教师的问题式教学能力发展进行了哲学审思和理论分析。本体论着重从理论上分析问题式教学能力发展的整体样态和发展结构;认识论界定了问题式教学能力的构成来源与发展规律;方法论重点关注能力发展的原则和路径;而价值导向则强调了以正确的价值观指引问题式教学能力的健康发展。 基于上述理论的指导,本研究紧接着采用文献研究、专家咨询等方法,构建了高中地理教师问题式教学能力的评价量表,并据此开发出调查问卷、课堂教学效果评价表等系列调研工具,对高中地理教师的问题式教学能力现状进行了调查分析。以深圳市384位高中地理教师为研究样本,结合SPSS19.0、NVivo12.0等数据分析软件,本研究对教师的问题式教学能力现状进行调查,从总体上得到以下结论:(1)高中地理教师问题式教学能力的结构关系成立,且理论认知能力与其他能力之间的相关性较弱;(2)高中地理教师的问题式教学能力整体水平不高,汇总不同能力维度的薄弱项目,共有11项,且在专业、年龄、教龄、职称四个属性中存在着能力水平的显著差异;(3)高中地理教师问题式教学能力的发展空缺、需求、困点、投入意愿与发展期待构成了能力发展的空间。 为了验证和完善以上问卷调查的结论,本研究继续采用课堂观察法,对深圳9个区9节课堂实录课例和全市5个同题异构的比赛现场课例进行观察和分析。在肯定问卷调研结论的基础上,观课调研补充更新的主要结论是:(1)教师在问题设计、课堂组织方面有新的能力薄弱表现;(2)教师在提炼问题本质、引导问题发现、课堂评价方面的薄弱程度要超过问卷调研的结论。到底是什么影响了教师问题式教学能力的现状,需要弄清影响能力发展的因素。结合以上问卷和观课两类调研的结论,本研究进一步通过10位深圳高中地理老师的深度访谈,梳理、归纳得到影响问题式教学能力发展的15个影响因素,既包括教师的发展态度、发展基础等自身因素,也包括教研文化、教学资源等环境因素。 基于以上调研结论,本研究进一步借鉴前面理论分析中提出的系统思维理论,形成问题式教学能力的发展机制和发展策略。具体来说,从意识、知能、促进、环境四大方面构建能力发展机制。在机制运作下,再从“要素分析”“要素组合”“能力系统的整体实现”三个视角,提出能力发展的具体策略。同时,从地理问题的学理出发,本研究结合教学实际,针对五大能力维度的薄弱项,制定了具体的专业提升策略:理论认知方面,形成对地理本质问题,地理过程与联系类问题育人关键的突破性认识;教学设计方面,形成地理问题情境、问题链的创设方法,构建了“PTEET”地理问题式教学模式;教学实施方面,搭建教学活动支架,展开深度追问,形成深度学习视域下合理的问题式教学发展路径和素养培育过程;教学评价方面,重视问题式教学中的元认知评价;教学研究发展方面,构建“锚定追踪”教研模式、“新手教师+”的能力协同发展模式,形成引导学生发现地理问题的教学策略及充分开发教材资源的方法。 最后,实践验证以上问题式教学能力发展举措的有效性。以深圳市F高中学校的地理科组作为研究基地,开展为期一年的能力培养实践,并进行发展举措的效果评估。借助个案研究方法,通过数据分析,得到基地教师整体能力水平提升的结论。在此基础上再观察和分析基地个案教师的课堂行为变化,结合师生对其的课堂评价及访谈结果,三角互证,共同证明了高中地理教师问题式教学能力发展对策的有效性。 本研究力图从以下几个方面有所创新:其一,教学理论方面,本研究完善了高中地理教师问题式教学能力发展的相关概念和理论,构建了问题式教学能力体系,为高中地理教师提供了问题式教学能力发展的新视角;其二,评价工具方面,本研究开发了高中地理教师的问题式教学能力的评价量表,为课堂观察、教师访谈等提供了分析工具,也为教师的问题式教学能力发展提供了参考依据;其三,实践发展方面,本研究选择典型学校作为实践基地,长期扎根教学一线,针对五大能力维度的薄弱环节,重视地理问题的育人功能,通过大量案例探索能力发展路径,形成了一系列有针对性的发展措施,规避了理论泛化和学科指导性不强等常见弊端。 展望高中地理教师问题式教学能力发展的未来研究,如何在能力要素的关联发展中取得更大成效,如何根据能力的变化制定可持续的发展方案,如何促进学科融合发展问题式教学能力等方面仍大有可为,值得地理教育工作者继续深入研究下去。更多还原

【Abstract】 With the development plan proposed by the Ministry of Education of China to cultivate high-quality,specialized,and innovative primary and secondary teachers,the capacity building of the teaching staff in the new era is in a national strategic position for national development.In order to promote the reform and innovation of talent cultivation models,the new round of high school geography curriculum reform has explicitly proposed the development suggestions and requirements of problem-based teaching in the new curriculum standards.However,practice shows that many high school geography teachers are not clear or do not possess the teaching skills required for this type of problem-based teaching development,and also lack systematic guidance and training for skill development.This not only makes it difficult for teachers to adapt to the development challenges brought by the new college entrance examination evaluation system on teaching skills,but also affects the cultivation and selection of modern talents in China.Therefore,the research on the development of problem-based teaching skills for high school geography teachers has both theoretical and practical significance.This study is based on the real situation of problem-based teaching skills of high school geography teachers,focusing on exploring the mechanisms and strategies of skill development,aiming to solve the problems and difficulties that teachers face in the development of problem-based teaching skills. Based on a thorough review of domestic and foreign literature,this study proposes and refines the concept of "problem-based teaching skills" for high school geography teachers,and further analyzes the composition of problem-based teaching skills from five dimensions: theoretical cognition,teaching design,teaching implementation,teaching evaluation,and teaching research development.To clarify the research ideas,this study philosophically reflects and theoretically constructs the development of high school geography teachers' problem-based teaching skills from four aspects:ontology,epistemology,methodology,and value orientation.Ontology focuses on analyzing the overall pattern and development structure of problem-based teaching skill development from a theoretical perspective;epistemology defines the sources and development laws of problem-based teaching skills;methodology focuses on the principles and paths of skill development;value orientation emphasizes the healthy development of problem-based teaching skills guided by correct values. Guided by the above theories,this study then employed methods such as literature review and expert consultation to construct an evaluation scale for high school geography teachers' problem-based teaching skills.Based on this,a series of research tools,including questionnaires and classroom teaching effectiveness evaluation forms,were developed to survey and analyze the current situation of high school geography teachers' problem-based teaching skills.Using 384 high school geography teachers in Shenzhen as research samples,combined with data analysis software such as SPSS 19.0 and NVivo 12.0,this study investigated the current situation of teachers' problem-based teaching skills.Overall,the following conclusions were drawn:(1)The structural relationship of high school geography teachers' problem-based teaching skills is established,and the correlation between theoretical cognitive abilities and other abilities is weak;(2)The overall level of high school geography teachers' problem-based teaching skills is not high,with 11 weak items in different skill dimensions,and significant differences in skill levels among expertise,ages,teaching experience,and titles;(3)The development gaps,needs,difficulties,investment,and expectations of high school geography teachers' problem-based teaching skills constitute the space for skill development. In order to verify and improve the conclusions of the above questionnaire survey,this study continued to use classroom observation method to observe and analyze 9 recorded classroom lessons in 9 districts of Shenzhen and 5 heterogeneous competition scene lessons in the city.On the basis of affirming the conclusions of the questionnaire survey,the main conclusions of the supplementary and updated observation survey are:(1)Teachers show new weakness in question design and classroom organization;(2)The extent of teachers' weaknesses in extracting the essence of questions,guiding the discovery of questions,and classroom evaluation exceeds the conclusions from the questionnaire survey.What exactly affects the current situation of teachers' problem-based teaching skills requires clarifying the factors influencing the development of these skills.Combining the conclusions from the questionnaire and observation surveys,this study further conducted in-depth interviews with 10 high school geography teachers in Shenzhen,sorting and summarizing 15 influencing factors for the development of problem-based teaching kills,including both personal factors such as teachers' attitudes and developmental foundations and environmental factors such as research culture and teaching resources. Building on the research findings,this study further draws on the system thinking theory proposed in the previous theoretical construction to formulate development mechanisms and strategies for problem-based teaching skills.Specifically,the development mechanism is constructed from four aspects: awareness,knowledge,motivation,and environment.Under this mechanism,specific strategies for developing skills are proposed from three perspectives: "element analysis","element combination",and "overall implementation of capability system".At the same time,starting from the theoretical perspective of geographical issues,this study combines teaching practice and proposes specific professional improvement strategies for the weak areas of the five major skill dimensions.In terms of theoretical cognition,it forms a breakthrough understanding of the essential problems of geography,geographical processes,and related issues in education.In terms of teaching design,methods for creating geographic problem scenarios and chains are developed,and the "PTEET" geographic problem-based teaching model is constructed.In terms of teaching implementation,teaching activity scaffolds are built,in-depth questioning is conducted,and a reasonable path for the development of problem-based teaching and the cultivation of competencies under the lens of deep learning is formed.In terms of teaching evaluation,meta-cognitive evaluation in question-based teaching is emphasized.And in terms of teaching research development,the "anchor tracking" teaching and research model and the "novice teacher+" collaborative development model are constructed;teaching strategies to guide students to discover geographical problems and methods to fully exploit teaching material resources are developed. Finally,the effectiveness of the measures for developing problem-based teaching skills is validated through practical application.Taking the geography department of F High School in Shenzhen as a practical base,a one-year development initiative was conducted and the effectiveness of the measures was assessed.With the aid of case study methodology and data analysis,it was found that the overall skill level of the base teachers improved.Observations and analyses of the classroom behaviors of individual teachers at the base,combined with classroom evaluations and interviews from teachers and students,formed a triangular mutual verification analysis conclusion,proving the effectiveness of the development strategies for developing high school geography teachers' problem-based teaching skills. This study aims to innovate in several aspects.First,in terms of teaching theory,it refines the concepts and theories related to the development of problem-based teaching skills for high school geography teachers,establishing a system for these skills and providing a new perspective for their development.Second,in terms of evaluation tools,it develops an evaluation scale for high school geography teachers' problem-based skills,providing analytical tools for classroom observations and teacher interviews,and offering a reference for the development of these skills.Thirdly,in terms of practical development,this study chooses typical schools as practice bases,rooted in the front line of teaching for a long time,focuses on the weak aspects of the five major skill dimensions,and emphasizes the educational function of geographical problems.Through a large number of case studies to explore the path of skill development,a series of targeted development measures have been formed to avoid the common pitfalls of theoretical generalization and weak subject guidance. Looking forward to future research on the development of high school geography teachers' problem-based teaching skills,there is much room for improvement,such as achieving greater effectiveness in the development of skill elements,formulating sustainable development plans based on changes in skills,and promoting the integration of subject-based teaching with problem-based teaching.These areas are worth further in-depth research for educators in the field of geography.更多还原