本文選題：生活化地理課程資源 + 教師��； 參考：《江西師范大學(xué)》2015年碩士論文

【摘要】：自《地理課程標(biāo)準(zhǔn)》中提出“學(xué)習(xí)對(duì)生活有用的地理”之后,生活化課程資源開發(fā)已經(jīng)成為地理課程資源開發(fā)和利用的一個(gè)重要的趨勢(shì)和研究熱點(diǎn)。地理學(xué)作為一門研究地理環(huán)境以及人類活動(dòng)與地理環(huán)境相互關(guān)系的科學(xué),與人民生活密切相關(guān),通過生活化地理課程資源的開發(fā)將賦予地理課程濃厚的生活性和實(shí)踐性,可有效激發(fā)學(xué)生的學(xué)習(xí)地理的積極性,有利于培養(yǎng)學(xué)生的創(chuàng)新能力和樹立可持續(xù)發(fā)展的觀念。本文選擇江西省南昌十九中、江西師大附中、南昌實(shí)驗(yàn)中學(xué)、進(jìn)賢一中、進(jìn)賢二中、溫圳中學(xué)、溫圳穎華中學(xué)等七所中學(xué)為調(diào)查樣本學(xué)校,為體現(xiàn)師生開發(fā)主體的特點(diǎn),分別從中學(xué)地理教師和中學(xué)生兩個(gè)層面設(shè)計(jì)問卷,調(diào)查中學(xué)生活化地理課程資源開發(fā)和利用現(xiàn)狀,并運(yùn)用excel軟件對(duì)本次調(diào)查問卷的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析后發(fā)現(xiàn):教師在開發(fā)和利用生活化地理課程資源方面存在五方面問題和三大制約因素。五方面問題表現(xiàn)為:(1)教師對(duì)課程資源概念模式和開發(fā)主體意識(shí)模糊;(2)教師對(duì)生活化課程資源的開發(fā)大多是淺嘗輒止,沒形成系統(tǒng)化和普及性;(3)教師對(duì)已開發(fā)的生活化課程資源利用效率低下;(4)對(duì)地理生活化條件性課程資源浪費(fèi)嚴(yán)重;(5)教師對(duì)生活化課程資源開發(fā)和利用范圍狹隘。三大制約因素表現(xiàn)為:(1)應(yīng)試評(píng)價(jià)機(jī)制的壓力;(2)缺乏專業(yè)的課程資源的培訓(xùn);(3)教師個(gè)體條件的限制。學(xué)生在開發(fā)和利用生活化地理課程資源方面存兩方面問題和兩大制約因素。兩方面問題表現(xiàn)為:(1)學(xué)生普遍缺乏開發(fā)課程資源的主體意識(shí);(2)學(xué)生開發(fā)課程資源的能力欠缺。兩大制約因素表現(xiàn)為:(1)學(xué)生在地理課堂教學(xué)中缺乏一定的生活體驗(yàn);(2)學(xué)生缺乏課程資源開發(fā)的慣性和能力�；趩柧碚{(diào)查結(jié)果并結(jié)合教育教學(xué)實(shí)踐,本文認(rèn)為:大力開發(fā)學(xué)生所熟悉和感興趣的生活化課程資源、優(yōu)化課程資源的開發(fā)操作過程、采用多種課程資源的開發(fā)手段,保證課程資源的開發(fā)品質(zhì)等三個(gè)方面是進(jìn)行生活化地理課程資源開發(fā)的基本策略。最后,本文以人教版高中地理必修二中的第三章第一節(jié)農(nóng)業(yè)的區(qū)位選擇為例進(jìn)行生活化課程資源開發(fā)的實(shí)證探索,在對(duì)該部分內(nèi)容涉及的知識(shí)點(diǎn)及其對(duì)應(yīng)的備選課程資源進(jìn)行梳理的基礎(chǔ)上,探討了以師生為主體的課程資源的開發(fā)互動(dòng)過程,并提出完善生活化課程資源開發(fā)的保障措施。
[Abstract]:Since "Learning is useful to Life" in Geography Curriculum Standard, the development of life-oriented curriculum resources has become an important trend and research hotspot in the development and utilization of geography curriculum resources. Geography, as a science of studying geographical environment and the relationship between human activities and geographical environment, is closely related to the life of people. Through the exploitation of geography curriculum resources, geography curriculum will be endowed with strong vitality and practicality. It can effectively stimulate the enthusiasm of students to study geography, help to cultivate students' innovative ability and establish the concept of sustainable development. In this paper, seven middle schools, including Jiangxi Nanchang No. 19 Middle School, Jiangxi normal University affiliated Middle School, Nanchang Experimental Middle School, Jinxian No. 1 Middle School, Jinxian No. 2 Middle School, Wenzhen Middle School and Wenzhen Yinghua Middle School, are selected as sample schools to reflect the characteristics of teachers and students' development subjects. A questionnaire was designed from the two levels of geography teachers and middle school students to investigate the current situation of active geography curriculum resources development and utilization among middle school students. Through the statistical analysis of the data of this questionnaire with excel software, it is found that there are five problems and three restrictive factors in the development and utilization of geography curriculum resources. The five problems are: (1) teacher's vague concept pattern of curriculum resource and subjective consciousness of development; (2) teacher's exploitation of life curriculum resource is mostly superficial. No systematization and popularization of curriculum resources have been formed) the teachers have a narrow range of exploitation and utilization of the living curriculum resources. (4) serious waste of the geography living conditional curriculum resources is caused by the low utilization efficiency of the developed life curriculum resources. 5) the scope of the teachers' exploitation and utilization of the living curriculum resources is narrow. The three restrictive factors are: (1) the pressure of the examination-oriented evaluation mechanism (2) the lack of training of professional curriculum resources and (3) the limitation of teachers' individual conditions. There are two problems and two restrictive factors in the development and utilization of geography curriculum resources. The two problems are as follows: (1) students generally lack the subjective consciousness of developing curriculum resources; (2) students' ability to develop curriculum resources is deficient. The two restrictive factors are as follows: 1) students lack a certain life experience in geography classroom teaching. 2) students lack the inertia and ability to develop curriculum resources. Based on the results of the questionnaire survey and the practice of education and teaching, this paper holds that: to develop the familiar and interesting curriculum resources of students, to optimize the operational process of the development of curriculum resources, and to adopt a variety of development methods of curriculum resources. To ensure the development quality of curriculum resources is the basic strategy of developing geography curriculum resources in life. Finally, this paper takes the location selection of agriculture as an example to explore the development of life-oriented curriculum resources. On the basis of combing the knowledge points involved in this part and its corresponding alternative curriculum resources, this paper probes into the interactive process of the development of curriculum resources with teachers and students as the main body, and puts forward the guarantee measures to perfect the exploitation of curriculum resources in life.
【學(xué)位授予單位】：江西師范大學(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)：1843682