本文關(guān)鍵詞：問(wèn)題解決教學(xué)模式在高中地理過(guò)程性知識(shí)中的應(yīng)用研究　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：動(dòng)態(tài)性是地理學(xué)的一個(gè)典型特性。理清地理事物的發(fā)展過(guò)程,可以幫助學(xué)生獲取地理現(xiàn)象變化的規(guī)律,把握地理的脈絡(luò),對(duì)培養(yǎng)學(xué)生的地理思維有重要的作用。高中地理過(guò)程性知識(shí)的學(xué)習(xí)要求學(xué)生能夠感知地理過(guò)程、表述地理過(guò)程、活用地理規(guī)律、理論聯(lián)系實(shí)際,有利于培養(yǎng)學(xué)生地理思維和探究精神。本文分析了地理過(guò)程性知識(shí)和問(wèn)題解決教學(xué)模式的國(guó)內(nèi)外研究現(xiàn)狀,指出了研究背景和意義,重新定義了其概念和類型,揭示了地理過(guò)程性知識(shí)的特點(diǎn)和教學(xué)意義,從理論和實(shí)踐角度分析了問(wèn)題解決教學(xué)模式在高中地理過(guò)程性知識(shí)運(yùn)用的可行性,確立了問(wèn)題解決教學(xué)模式在高中地理過(guò)程性知識(shí)應(yīng)用的程序,并將其應(yīng)用到實(shí)踐中驗(yàn)證反思。結(jié)果如下： (1)地理過(guò)程性知識(shí)強(qiáng)調(diào)時(shí)間性和動(dòng)態(tài)變化,體現(xiàn)地理學(xué)科特色,因而從地理要素角度將其分類會(huì)更恰當(dāng)。本文以必修1為例,從自然地理要素的角度將自然地理過(guò)程性知識(shí)分為地球運(yùn)動(dòng)過(guò)程性知識(shí)、氣候過(guò)程性知識(shí)、水文過(guò)程性知識(shí)、地貌演化過(guò)程性知識(shí)、生物生態(tài)過(guò)程性知識(shí)、其他地理過(guò)程性知識(shí)六大類。(2)深入了解地理過(guò)程性知識(shí)的特點(diǎn)和教學(xué)意義有助于我們尋找合適的教學(xué)方法,本文通過(guò)教材分析和教材比較得出地理過(guò)程性知識(shí)的四個(gè)特征：數(shù)量的豐富性、語(yǔ)言的精簡(jiǎn)性、知識(shí)的基礎(chǔ)性、知識(shí)的綜合性,并從知識(shí)的形成角度分析了地理過(guò)程性知識(shí)的教學(xué)意義。 (3)從問(wèn)題解決教學(xué)模式的步驟分析問(wèn)題解決教學(xué)模式用于高中地理過(guò)程性知識(shí)教學(xué)的實(shí)踐依據(jù),同時(shí)設(shè)計(jì)了問(wèn)題解決教學(xué)模式用于高中地理過(guò)程性知識(shí)教學(xué)的操作程序、原則和實(shí)施建議。(4)用教育實(shí)驗(yàn)法對(duì)問(wèn)題解決教學(xué)模式用于高中地理過(guò)程性知識(shí)的教學(xué)過(guò)程和效果進(jìn)行分析,證實(shí)問(wèn)題解決教學(xué)模式用于高中地理過(guò)程性知識(shí)的教學(xué)有效性,同時(shí)指出存在不足。
[Abstract]:Dynamic is a typical characteristic of geography. To clarify the development process of geographical things can help students to obtain the law of geographical phenomenon change and grasp the geography context. The study of geography process knowledge in senior high school requires students to be able to perceive the process of geography, express the process of geography, use geography rules flexibly, and combine theory with practice. This paper analyzes the current research situation of geography process knowledge and problem-solving teaching model at home and abroad, points out the research background and significance, and redefines its concept and type. This paper reveals the characteristics and teaching significance of geographical process knowledge, and analyzes the feasibility of applying problem-solving teaching mode in senior high school geography process knowledge from the angle of theory and practice. The application of problem-solving teaching model in senior high school geography process knowledge is established, and it is applied to practice to verify reflection. The results are as follows: 1) geographical process knowledge emphasizes timeliness and dynamic change. It is more appropriate to classify geography from the angle of geographical elements. In this paper, the process knowledge of natural geography can be divided into the process knowledge of earth movement from the perspective of natural geographical elements, taking compulsory course 1 as an example. Climate process knowledge, hydrological process knowledge, geomorphological evolution process knowledge, biological ecological process knowledge. Other six categories of geographical procedural knowledge. 2) deeply understanding the characteristics and teaching significance of geographical procedural knowledge will help us to find the appropriate teaching methods. Through the analysis of teaching materials and the comparison of teaching materials, this paper draws four characteristics of geographical process knowledge: abundance of quantity, simplification of language, foundation of knowledge and synthesis of knowledge. And from the perspective of the formation of knowledge analysis of the significance of geographical process knowledge teaching. 3) from the teaching model of problem-solving steps analysis of problem-solving teaching model used in senior high school geography process knowledge teaching practice basis. At the same time, the paper designs the operation procedure of the problem solving teaching model used in senior high school geography process knowledge teaching. Principle and implementation suggestion. 4) using educational experiment method to analyze the teaching process and effect of problem-solving teaching model used in senior high school geography process knowledge. It is proved that the teaching mode of problem solving is effective in the teaching of senior high school geography process knowledge, and the deficiency is pointed out at the same time.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

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