学情调查驱动的地理教学改进有效性验证——以初一两个班级的准实验为例

Verification of the Effectiveness of Geography Teaching Improvement Driven by Learning Status Survey—A Case Study of a Quasi-Experiment on Two Grade Seven Classes

摘要: 新课改背景下，精准研判学情是优化课堂教学的关键，针对小升初地理学习过渡阶段开展相关研究具备重要理论与实践价值。本文选取初一年级两个平行自然班开展准实验研究，从知识储备、认知类型、学习困境、学习方法四个维度系统实施学情调研，依据调研结果对实验班实施靶向教学设计优化，对照班沿用传统经验式授课，实验周期8周，对比两班教学成效。结果显示：实验班后测平均分较前测提升16.3分，及格率提升30.9%、优秀率提升16.7%，各题型得分率均实现不同幅度上涨，其中综合应用题得分率增幅达27.3个百分点，提升效果显著优于对照班；独立样本t检验表明，两班后测成绩存在极显著性差异(P < 0.001)。研究证实，立足学情优化教学设计能够有效破解小初地理知识衔接断裂、学生空间认知薄弱等教学痛点，“学情调研–教学设计优化–教学成效实证”的实践范式可在初中地理教学中推广使用。

Abstract: Against the backdrop of the new curriculum reform, precise analysis of students’ learning status is the key to optimizing classroom teaching. Research on the geography learning transition from primary to junior high school bears important theoretical and practical value. In this paper, two intact parallel Grade Seven classes are selected to carry out a quasi-experiment. A systematic learning status survey is conducted from four dimensions: prior knowledge reserve, cognitive style, learning difficulties and learning methods. Based on the survey results, targeted optimization of instructional design is adopted in the experimental class, while the control class receives conventional experience-oriented teaching within an eight-week experimental period, followed by a comparison of teaching effects between the two classes. The results show that the average post-test score of the experimental class increases by 16.3 points compared with the pre-test; its pass rate rises by 30.9% and excellent rate grows by 16.7%. The scoring rate of all question types improves to varying degrees, among which the scoring rate of comprehensive application questions rises by 27.3 percentage points, with a remarkably better improvement effect than the control class. An independent-samples t-test indicates an extremely significant difference in post-test scores between the two classes (P < 0.001). The study verifies that optimizing instructional design based on students’ learning status can effectively solve core teaching problems including disjointed geography knowledge between primary and junior high school and students’ insufficient spatial cognition. The practical paradigm of “learning status investigation, instructional design optimization, empirical verification of teaching effectiveness” is worthy of popularization in junior high school geography teaching.