本文關(guān)鍵詞： 初中地理 高中地理 教學(xué)銜接 原因 策略　出處：《曲阜師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：教育銜接問題自教育出現(xiàn)分級之后就一直存在,是廣大教育者普遍關(guān)注的問題,不同的學(xué)科、不同的階段銜接狀況不盡相同,而初中地理和高中地理分屬于義務(wù)和非義務(wù)教育階段,因此初高中階段的地理教學(xué)銜接問題更加突出,歷來是地理教育工作者關(guān)注的焦點(diǎn)。受學(xué)制和考試制度的影響,大多數(shù)學(xué)校初中會(huì)考之后不再開設(shè)地理課,使地理學(xué)習(xí)出現(xiàn)了一年的“空窗期”,造成學(xué)生初中地理知識基礎(chǔ)薄弱;高中階段重新開設(shè)地理課程,學(xué)生幾乎是“零基礎(chǔ)”。而高中階段對地理思維和地理技能的要求提高,并且高一學(xué)年最先開設(shè)理論性強(qiáng)、難度大的自然地理部分的地理課程,造成學(xué)生普遍反映地理難學(xué),甚至產(chǎn)生畏懼地理的現(xiàn)象,從而造成初高中地理教學(xué)不銜接的現(xiàn)象。論文從實(shí)踐的角度出發(fā),在課程標(biāo)準(zhǔn)的背景下,通過文獻(xiàn)分析法、問卷調(diào)查法、案例分析法等來分析研究初高中地理教學(xué)銜接的現(xiàn)狀和原因,在此基礎(chǔ)上提出促進(jìn)初高中地理教學(xué)能夠有效地進(jìn)行銜接的策略。論文分為五部分,第一部分是綜述部分,主要介紹了初高中地理教學(xué)銜接研究的背景、意義、國內(nèi)外研究現(xiàn)狀,在此基礎(chǔ)上確定本文的主要研究內(nèi)容。第二部分是基礎(chǔ)研究部分,主要界定了初高中地理教學(xué)銜接的概念和探究了系統(tǒng)論、認(rèn)知發(fā)展理論、建構(gòu)主義、最近發(fā)展區(qū)、地理教學(xué)論等對初高中地理教學(xué)銜接的指導(dǎo)意義。第三部分是現(xiàn)狀調(diào)查和原因分析,主要是通過調(diào)查問卷在初高中地理教師基本情況、教學(xué)方法的使用、學(xué)法指導(dǎo)、銜接意識等方面對初高中地理教學(xué)銜接的現(xiàn)狀進(jìn)行調(diào)查分析,在考試制度、初高中教師交流、學(xué)生思維發(fā)展、課程標(biāo)準(zhǔn)、教學(xué)內(nèi)容分析了初高中地理教學(xué)銜接問題出現(xiàn)的原因。第四部分是策略部分,在分析了初高中地理教學(xué)銜接問題的基礎(chǔ)上,在相關(guān)理論和課程標(biāo)準(zhǔn)的的指導(dǎo)下針對不同的群體提出不同的銜接策略,一是初高中教師關(guān)注學(xué)法教法,做好有效銜接,二是教育部門和教研室為銜接有效進(jìn)行提供保障。第五部分是教學(xué)案例,本部分根據(jù)初高中地理教學(xué)銜接的要求,結(jié)合上文中提到的銜接內(nèi)容和銜接策略,選取了一個(gè)教學(xué)案例,用教學(xué)案例來進(jìn)行銜接策略的實(shí)證。最后對文章進(jìn)行了總結(jié),指出論文的不足有待于進(jìn)一步研究的內(nèi)容和方向。
[Abstract]:The problem of educational cohesion has existed since the emergence and classification of education. It is a common concern of educators. Different disciplines and different stages of convergence are not the same. The geography of junior middle school and senior high school belong to compulsory and non-compulsory education respectively, so the problem of geography teaching linking up in junior high school is more prominent, and it has always been the focus of geography educators' attention, which is influenced by school system and examination system. Most schools no longer offer geography courses after the junior high school examination, resulting in an "empty window" of one year in geography learning, resulting in a weak knowledge base of geography in junior high schools, and the re-opening of geography courses at the senior high school level. Students are almost "zero basic." and the high school students' demands on geography thinking and geography skills are improved, and the geography course of the strong theoretical and difficult part of natural geography is first offered in the high school year, which causes students to generally reflect that geography is difficult to learn. Even the phenomenon of fear of geography leads to the phenomenon that geography teaching in middle and high schools is not connected. From the point of view of practice, under the background of curriculum standard, the paper adopts the method of literature analysis and questionnaire investigation. Case analysis is used to analyze the present situation and reasons of geography teaching cohesion in junior high school. On the basis of this, the paper puts forward some strategies to promote the cohesion of geography teaching in middle and high school. The paper is divided into five parts, the first part is a summary part. This paper mainly introduces the background, significance, research status at home and abroad, and determines the main research contents of this paper. The second part is the basic research part. It mainly defines the concept of middle and high school geography teaching cohesion and probes into the system theory, cognitive development theory, constructivism, the area of proximal development. The third part is the current situation investigation and the reason analysis, mainly through the questionnaire in the junior high school geography teacher basic situation, the teaching method use, the study method instruction, In the aspects of cohesion consciousness, the current situation of geography teaching cohesion in junior high school is investigated and analyzed, including examination system, middle and high school teachers' communication, students' thinking development, curriculum standard, etc. The teaching content analyzes the reasons for the problem of geography teaching cohesion in junior high school. The 4th part is the strategy part, which is based on the analysis of the problem of middle and high school geography teaching cohesion. Under the guidance of relevant theories and curriculum standards, different cohesion strategies are proposed for different groups. Second, the education department and the teaching and research office provide the guarantee for effective convergence. Part 5th is a teaching case. According to the requirements of middle and high school geography teaching cohesion, this part combines the contents and strategies mentioned above. A teaching case is selected to demonstrate the cohesion strategy. Finally, the author summarizes the paper and points out that the deficiency of the thesis needs to be further studied.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.55

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