本文關鍵詞： 初中地理 活動系統(tǒng) 情感態(tài)度價值觀目標 教學設計　出處：《內(nèi)蒙古師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：1 992年國際地理教育聯(lián)合會頒布的《地理教育國際憲章》中明確指出,在關注學生全面發(fā)展的同時,重視情感、態(tài)度與價值觀的養(yǎng)成。在2 011年頒布的《地理課程標準》中,地理情感態(tài)度價值觀目標不再是地理知識與能力的陪襯、附屬,而是地理課程的終極目標。這既體現(xiàn)了地理教學認知與情意的統(tǒng)一,也凸顯了情感態(tài)度價值觀在地理教學中的作用。地理課程標準的課程目標從“知識與技能、過程與方法、情感、態(tài)度與價值觀”三個維度提出以來,地理教育中情感態(tài)度價值觀教育逐步得到重視,但仍然存在著不足。在目前對地理教材活動系統(tǒng)的研究中,對于活動內(nèi)容的研究,主要以研究活動類型為主,對其特點研究不夠全面深入,缺乏對每一個具體活動的分析與研究。另外,活動作為教材中的一個有機部分,需要將活動內(nèi)容與教材其他內(nèi)容結合起來進行進一步研究。本文以此為切入點,將初中地理活動系統(tǒng)與地理情感態(tài)度價值觀教育相結合,研究和制定教學設計的方法與步驟,提出教學設計案例。希望通過本文的研究,可以為一線地理教師的地理教學提供參考,在課堂教學中,以活動為基礎,更好的實現(xiàn)情感態(tài)度價值觀的培養(yǎng)。本文在收集并閱讀情感態(tài)度價值觀、地理教材活動系統(tǒng)以及教學設計等相關專著與論文的基礎上,分析相關方面的研究進展,運用教材分析法將初中地理情感態(tài)度價值觀內(nèi)容進行具體分類和剖析。運用統(tǒng)計分析法將初中地理活動系統(tǒng)實現(xiàn)情感態(tài)度價值觀的內(nèi)容進行統(tǒng)計分析。在此基礎上進行教學設計,根據(jù)六大類活動實現(xiàn)情感態(tài)度價值觀目標的特點,選擇不同的教學設計方法與模式,設計出不同的教學過程,并且提出六種具體的教學設計案例,并將案例運用到實際教學當中。本研究得出的基本結論:初中地理活動系統(tǒng)分為六大類型,即材料分析類、交流討論類、實驗調(diào)查類、圖表分析類、繪圖填表類和綜合類,每一類活動所實現(xiàn)的情感態(tài)度價值觀功能各不相同;不同類型活動實現(xiàn)情感態(tài)度價值觀的教學過程設計,采取的教學設計方法與步驟有其共性的內(nèi)容,但每一類活動的教學過程設計各有不同,在此基礎上提出實現(xiàn)情感態(tài)度價值觀教育中注意的問題;基于初中地理活動系統(tǒng)實現(xiàn)情感態(tài)度價值觀目標教學設計的特點為:教學過程設計多樣化,注重學生的親身體驗,學生易于接受,針對性強。
[Abstract]:In 1992, the International Charter of Geography Education issued by the International Federation of Geography Education clearly pointed out that while paying attention to the all-round development of students, we should attach importance to emotion. In 2011, "Geography Curriculum Standards", the goal of geographical emotional attitude and values is no longer the foil of geographical knowledge and ability, subsidiary. It is the ultimate goal of geography curriculum, which not only reflects the unity of cognition and emotion in geography teaching, but also highlights the role of emotional attitude and values in geography teaching. Since the three dimensions of process and method, emotion, attitude and value have been put forward, the education of emotional attitude and values in geography education has been paid more and more attention. However, there are still some shortcomings. In the current research on the activity system of geography teaching materials, the main research on the content of the activities is mainly on the types of research activities, and the research on its characteristics is not comprehensive and in-depth. Lack of analysis and research on each specific activity. In addition, as an organic part of the textbook, activities need to be combined with the other content of the textbook for further study. Combining the geography activity system of junior middle school with the education of geography emotion, attitude and values, this paper studies and formulates the methods and steps of teaching design, and puts forward the case of teaching design. Can provide a reference for the geography teaching of the first-line geography teachers, in the classroom teaching, based on activities, better achieve the cultivation of emotional attitude values. This paper collects and reads emotional attitude values. On the basis of geography textbook activity system, teaching design and other related monographs and papers, this paper analyzes the research progress in related aspects. The content of emotional attitude values in junior high school geography is classified and analyzed by means of textbook analysis. The content of realizing emotional attitude values in junior high school geography activity system is analyzed by statistical analysis method. On the basis of this, the content of emotional attitude values in junior high school geography is analyzed. For teaching design. According to the characteristics of six kinds of activities to achieve the goal of emotional attitude and values, different teaching design methods and models are selected, different teaching processes are designed, and six specific teaching design cases are proposed. And apply the case to the actual teaching. The basic conclusion of this study: junior high school geography activity system is divided into six types, namely material analysis class, exchange discussion class, experimental investigation class, chart analysis class. The affective attitude and values function of each kind of activity is different; Different types of activities to achieve emotional attitude and values of the teaching process design, the teaching design methods and steps have their own common content, but each kind of activities have different design of the teaching process. On the basis of this, the paper puts forward some problems that should be paid attention to in the education of emotional attitude and values. The characteristics of the teaching design based on the geography activity system of junior high school to realize the goal of emotional attitude and values are as follows: the design of teaching process is diversified, the students pay attention to their personal experience, the students are easy to accept, and the pertinence is strong.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55

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