高中地理“建構式生態(tài)課堂”中教師行為研究.pdf

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2、的電子和紙質文檔，可以借閱或上網公布本學位論文的部分或全部內容，可以采用影印、復印等手段保存、匯編本學位論文。學?？梢韵驀矣嘘P機關或機構送交論文的電子和紙質文檔，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：本學位論文屬于保密論文，密級：巫妄保密期限為——年。學位論文作者簽名：凰每、j吻日期：沙I；妒盛丫∥指導教師簽名：—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