本文選題：思維建模 + 能力評(píng)價(jià)　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：地理思維建模能力是學(xué)生學(xué)好地理的一個(gè)重要能力,也是各個(gè)一線老師去值得關(guān)注的一個(gè)能力。同時(shí)地理思維建模也是解決高中地理綜合題的一種重要的方法,它突出地體現(xiàn)科學(xué)的探究過(guò)程。隨著新課改的不斷深入,逐漸重視培養(yǎng)學(xué)生的基本思維方式和解決問(wèn)題的能力。并且傳統(tǒng)的地理評(píng)價(jià)體系的弊端不斷顯現(xiàn)并在一定程度上阻礙了教育改革的發(fā)展。在新課程理念下嘗試構(gòu)建一個(gè)更加科學(xué),能適應(yīng)時(shí)代發(fā)展和素質(zhì)教育的地理思維建模能力評(píng)價(jià)體系呼之欲出。目前對(duì)于地理思維建模的研究大都是教師的一些課堂經(jīng)驗(yàn)的總結(jié)。主要表現(xiàn)在思維建模在教學(xué)設(shè)計(jì)上的體現(xiàn)以及在復(fù)習(xí)課中的應(yīng)用。因此,關(guān)于思維建模的內(nèi)容和類型,學(xué)生思維建模能力的現(xiàn)狀和評(píng)價(jià)等還沒(méi)有較多涉及。所以以建構(gòu)主義理論、元認(rèn)知理論、思維三元論、學(xué)習(xí)評(píng)價(jià)理論為主要的理論基石,分層次界定地理思維能力、思維建模、地理思維建模能力等概念。確定本研究的內(nèi)容主要包括：(1)在對(duì)地理思維建模能力評(píng)價(jià)理論和實(shí)踐研究的基礎(chǔ)上,提出本研究中的評(píng)價(jià)指標(biāo)體系的構(gòu)建原則以及選取的依據(jù),并對(duì)各指標(biāo)進(jìn)行了詳細(xì)的描述、分析和測(cè)算,從而保證完整的評(píng)價(jià)框架構(gòu)建。(2)采取編制試題,利用評(píng)分標(biāo)準(zhǔn)對(duì)學(xué)生思維建模能力進(jìn)行評(píng)價(jià)。并且對(duì)本次研究建立的指標(biāo)體系進(jìn)行信度和效度測(cè)試。(3)從整體情況分析、為知識(shí)建模能力分析、為認(rèn)知方式建模能力分析、為問(wèn)題解決過(guò)程建模能力分析、個(gè)案分析等維度全面剖析測(cè)試結(jié)果。分析目前高中生地理思維建模能力所處的水平,有何問(wèn)題。(4)通過(guò)分析高中生地理思維建模能力存在的問(wèn)題,根據(jù)實(shí)際情況對(duì)提高學(xué)生地理思維建模能力提出可操作性的建議。當(dāng)然本研究仍然存在許多不足的地方,比如指標(biāo)選取仍需商榷、試題的編制仍需修改,希望在日后的再研究過(guò)程中進(jìn)行改進(jìn)。總之,文章在理論研究的基礎(chǔ)上,結(jié)合實(shí)踐制定出地理思維建模能力評(píng)價(jià)框架,并結(jié)合實(shí)際進(jìn)行測(cè)試分析研究,希望能為高中生地理思維建模能力的培養(yǎng)提供一定的參考價(jià)值。
[Abstract]:The ability of geography thinking modeling is an important ability for students to learn geography well. At the same time, geographical thinking modeling is also an important method to solve the problem of geography synthesis in senior high school. With the deepening of the new curriculum reform, attention has been paid to the cultivation of students' basic thinking mode and problem-solving ability. And the disadvantages of traditional geographical evaluation system appear and hinder the development of education reform to some extent. Under the new curriculum concept, it is necessary to construct a more scientific evaluation system of geographical thinking modeling ability, which can adapt to the development of the times and quality education. At present, the research on geographical thinking modeling is mostly a summary of teachers' classroom experience. It is mainly manifested in the embodiment of thinking modeling in teaching design and the application in review class. Therefore, the content and types of thinking modeling, the status quo and evaluation of students' thinking modeling ability have not been involved. Therefore, taking constructivism theory, metacognitive theory, thinking ternary theory and learning evaluation theory as the main theoretical foundation stone, the concepts of geographical thinking ability, thinking modeling and geographical thinking modeling ability are defined in different levels. The main contents of this study include: (1) on the basis of the research on the evaluation theory and practice of the ability of geographical thinking modeling, the paper puts forward the principles of constructing the evaluation index system and the basis of selecting the evaluation index system in this study. It also describes, analyzes and calculates the indexes in detail, so as to ensure the complete evaluation framework construction. 2) to compile the test questions and evaluate the students' thinking modeling ability by using the scoring standard. And the reliability and validity of the index system established in this study are analyzed from the overall situation analysis, knowledge modeling ability analysis, cognitive modeling ability analysis, problem solving process modeling ability analysis. Case analysis and other dimensions of comprehensive analysis of the test results. By analyzing the problems existing in the modeling ability of geography thinking of senior high school students, and according to the actual situation, the author puts forward some feasible suggestions on how to improve the modeling ability of geography thinking of high school students. Of course, there are still many shortcomings in this study, such as the selection of indicators still need to be discussed, the compilation of the test questions still need to be revised, and hope to improve in the process of further research. In a word, on the basis of theoretical research, combining with practice, the paper formulates the evaluation framework of geographical thinking modeling ability, and carries on the test and analysis research combined with the practice, hoping to provide certain reference value for the cultivation of the geography thinking modeling ability of senior high school students.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

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本文編號(hào)：2040487