本文關(guān)鍵詞： 區(qū)域地形 GIS 地理教學(xué)　出處：《福建師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：區(qū)域地形特征是區(qū)域地理教學(xué)中的重中之重,地形是學(xué)習(xí)氣候、水文、土壤、植被等要素的基礎(chǔ)。本文主要研究區(qū)域地形特征的GIS輔助教學(xué),GIS主要作為一種教學(xué)手段,對(duì)教學(xué)起輔助作用。本研究以案例分析法、實(shí)證研究法為主,輔以問(wèn)卷調(diào)查法,在收集、查閱、整理分析教育學(xué)、心理學(xué)、地圖學(xué)以及其它參考文獻(xiàn)資料的基礎(chǔ)上,通過(guò)問(wèn)卷調(diào)查法、訪談法,調(diào)查和分析中學(xué)生學(xué)習(xí)區(qū)域地形特征的質(zhì)量,發(fā)現(xiàn)學(xué)生學(xué)習(xí)效果不佳,傳統(tǒng)教學(xué)手段存在局限性,從而提出解決的方法——采用GIS輔助教學(xué)。選取東陽(yáng)市順風(fēng)高級(jí)中學(xué)高二年級(jí)兩個(gè)重點(diǎn)班和兩個(gè)平行班作為被試,實(shí)驗(yàn)班采用GIS輔助教學(xué),而對(duì)照班采用傳統(tǒng)的教學(xué)方法。實(shí)驗(yàn)后分析教學(xué)效果,得出結(jié)論：第一,傳統(tǒng)的區(qū)域地形特征教學(xué)存在局限性。GIS教學(xué)可以彌補(bǔ)傳統(tǒng)教學(xué)中不能一圖呈現(xiàn),地圖比例尺不能改變,數(shù)據(jù)得不到及時(shí)更新,多要素間不能靈活切換以及學(xué)生思維定式等問(wèn)題。第二,GIS具有強(qiáng)大的功能,GIS可以全局察看區(qū)域位置、精確經(jīng)緯度；GIS方便數(shù)據(jù)更新補(bǔ)充,方便圖層疊加；GIS的三維可視化,有利于學(xué)生全面觀察地理事物。第三,GIS輔助教學(xué)不但豐富了教學(xué)方法和教學(xué)手段,使教學(xué)質(zhì)量得到了提高,而且提高學(xué)生學(xué)習(xí)地理的興趣,培養(yǎng)了學(xué)生的讀圖能力、空間思維能力以及邏輯推理能力。第四,GIS輔助教學(xué)有利于學(xué)生構(gòu)建地理思維導(dǎo)圖,有利于學(xué)生地理思維能力的培養(yǎng)。
[Abstract]:Regional terrain feature is the most important part in regional geography teaching, and terrain is the basis of studying climate, hydrology, soil, vegetation and so on. This study is based on case analysis, empirical research, and questionnaire survey, on the basis of collecting, consulting, arranging and analyzing pedagogy, psychology, cartography and other references. Through the investigation and analysis of the quality of the topographic characteristics of the middle school students' learning area, it is found that the students' learning effect is not good, and the traditional teaching methods are limited. Thus, the solution is put forward, which is to adopt GIS assistant teaching. Two key classes and two parallel classes in the second grade of Shunfeng High School in Dongyang City are selected as the subjects, and the experimental class adopts the GIS assistant teaching. The control class adopts the traditional teaching method. After the experiment, the teaching effect is analyzed, and the conclusion is drawn: first, the traditional teaching of regional terrain features has limitations. The GIS teaching can make up for the traditional teaching can not be presented a map, map scale can not be changed, The data can not be updated in time, many elements can not be changed flexibly, and students' thinking patterns can not be changed flexibly. Second, GIS has a powerful function, it can view the location of the region globally, and the precise longitude and latitude GIS is convenient to update and supplement the data. The 3D visualization of GIS is convenient for students to observe geographical things in an all-round way. Third, GIS-aided teaching not only enriches teaching methods and means, but also improves the quality of teaching and the interest of students in learning geography. The ability of reading map, spatial thinking and logical reasoning has been cultivated. 4th GIS-assisted teaching is beneficial to the construction of geographical map and the cultivation of students' ability of geographical thinking.
【學(xué)位授予單位】：福建師范大學(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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本文編號(hào)：1544193