基于案例教學(xué)的高中生元認(rèn)知能力培養(yǎng)——以地理必修二為例.pdf

1、學(xué)位論文獨創(chuàng)性聲明本人鄭重聲明：1、堅持以“求實、創(chuàng)新一的科學(xué)精神從事研究工作。2、本論文是我個人在導(dǎo)師指導(dǎo)下進行的研究工作和取得的研究成果。3、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。4、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構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。5、其他同志對本研究所做的貢獻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：帶次日期：M珥明f咽學(xué)位論文使用授權(quán)聲明≯姍糙嘉妻‰F燧嘉唑≯n日期：力l

2、埠j同『咽日期：w丫川?！盇BSTRACTABSTRACTWiththedevelopmentofthecurriculumreform，howtoimprovetheseniorhighschoolgeographyteachingeffectivenesshasbecomeallimportantresearchtopicfornumerousteachersinourcountryThewriter，ageographyteach

3、ertriestochangethetraditionalteachingmethodsThewriterhasadoptedanewteachingmethodbycombiningsomeadvancedteachingelements，suchasrectacognitivetheoriesandcasestudytogetherThewriterestablishestheteachingaimswhichfocusondeve

4、lopingstudents’abilityofmetacognitionbyusingcaseteachingdesignstheteachingcontestonthebasisoftheteachingcasesofGeographyCompulsoryTwo，adoptstheteachingmethodsthatfocusonthestudents’automaticandresearch—basedlearning，buil

5、dthestructureofstudentcenteredclassteachingtocarryoutherteachingandhasgotsomeachievementsUsingteachingpracticeasacarderandsupportedbymetacognitivetheories，thewriteradoptseducationalexperimentmethodandeducationalsurveymet

6、hodtopracticeteachingforthetextbookofGeographyCompulsoryTwo(PeopleEducationPress)ThewriterusestheteachingofGeographyCompulsoryTwo(PeopleEducationPress)astheexperimentalmodel，analysesthecasesofCompulsoryTwo(PeopleEducatio

7、nPress)andadoptstheteachingcasestodevelopthestudents’abilityofmetacognitionThethesismainlystudiesasfollows：FirstTheteachingcasesmainlycomefromthetextbooksbecausegeographyteachingofseniorhighschoolareaffectedbythetestform

8、andthecoursearrangement，thewriteanalyzeshowtodesigntheteachingcasesofCompulsoryTwo(PeopleEducationPress)；Second，thewriteranalyzesdifferenttypesoftheteachingcasesofCompulsoryTwo(PeopleEducationPress)andputsforwarddifferen

9、tteachingproceduresaccordingtothefeaturesofdifferentteachingcases；Third，thewriterdiscusseshowtoimprovethestudents’levelofmetacognitionbyteachingcasesandhowtobuildteachingmodelthroughclassteachingThroughtheteachingresults

10、ofthestudentsinexperimentalclassandthecounterpartsforaterm，theexperimentshowsthatthelearners’metacognitivelevelCanbeimprovedbycaseteachingtrainingNotonlythestudents’interestisaroused，buttheirabilityofselfcontrolduringstu

11、dyandselfreflectionafterstudyisenhanced，especiallytheyhavehigherscoresTheyaregoodatchoosingsuitablelearninggoalsandlearningstrategythustheyimprovedtheirlearningeffectivenessKeywords：metacognitioncaseteachingseniorhighsch