本文選題：3D課堂教學(xué)模式 + 高中生�。� 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：地理圖像被稱為“地理學(xué)的第二語(yǔ)言”,在地理學(xué)中一直有著相當(dāng)重要的地位。豐富多樣的地理圖像作為地理知識(shí)的載體之一,向?qū)W生形象地呈現(xiàn)了地理學(xué)的基本原理、規(guī)律和過(guò)程。利用各類地理圖像開展教學(xué),不僅有助于增強(qiáng)學(xué)生的學(xué)習(xí)興趣,提高對(duì)地理知識(shí)的掌握,而且有助于學(xué)生地理讀圖能力、析圖能力、用圖能力的提升和空間想象力、地理思維能力的提升。地理新課程對(duì)學(xué)生地理圖像能力要求越來(lái)越高,但在高中地理學(xué)習(xí)中,學(xué)生仍然存在讀圖興趣沒(méi)有被有效激發(fā)、對(duì)地理圖像學(xué)習(xí)不重視和不會(huì)讀圖、析圖、繪圖、用圖的現(xiàn)象,教師在教學(xué)中對(duì)學(xué)生的地理圖像能力培養(yǎng)也存在不夠重視和方法不當(dāng)?shù)默F(xiàn)象。3D課堂教學(xué)模式主要有發(fā)現(xiàn)(discover)、領(lǐng)悟(digest)和發(fā)展(develop)三個(gè)內(nèi)涵,3D課堂教學(xué)模式的應(yīng)用,既能引導(dǎo)學(xué)生積極、主動(dòng)思考,進(jìn)一步提升學(xué)生地理圖像能力和地理思維能力,又能改變教師課堂教學(xué)方式,提高教學(xué)水平。本論文通過(guò)對(duì)學(xué)生的地理圖像能力的現(xiàn)狀進(jìn)行調(diào)查,找出學(xué)生在獲得地理圖像能力中存在的障礙并進(jìn)行原因分析,基于“3D課堂教學(xué)模式”開展實(shí)證研究,試圖找出培養(yǎng)學(xué)生地理圖像能力的更有效措施。實(shí)踐表明,采用3D課堂教學(xué)模式開展地理圖像能力培養(yǎng)的班級(jí)在學(xué)習(xí)興趣和地理成績(jī)上均優(yōu)于對(duì)比班,3D課堂教學(xué)模式對(duì)學(xué)生地理圖像能力培養(yǎng)有一定幫助。
[Abstract]:Geographical image is called "the second language of geography", and it plays an important role in geography all the time. As one of the carriers of geographical knowledge, the rich and diverse geographical images present the basic principles, laws and processes of geography to students vividly. The use of all kinds of geographical images in teaching not only helps to enhance students' interest in learning and improve their grasp of geographical knowledge, but also helps students to read, analyze and use maps in geography, and to enhance their ability to use maps and to visualize space. The improvement of geographical thinking ability. The new curriculum of geography requires students' ability of geography image more and more, but in high school geography learning, students still have the phenomenon that their interest in reading pictures has not been effectively stimulated, and they do not attach importance to the study of geographical images and can not read, analyze, draw and use pictures. The phenomenon that teachers pay less attention to the cultivation of students' geographical image ability in teaching. The 3D classroom teaching mode mainly finds that (discover), understands the three connotations of (digest) and develops the application of the 3D teaching mode of (develop), which can guide the students actively. Active thinking can further improve students' ability of geography image and geography thinking, and can also change teachers' classroom teaching methods and improve teaching level. By investigating the present situation of students' geographical image ability, this paper finds out the obstacles and causes of students' ability to obtain geographical images, and carries out an empirical study based on the "3D classroom teaching model". This paper tries to find out more effective measures to cultivate students' ability of geography image. The practice shows that the 3D classroom teaching model is better than the contrast class in terms of learning interest and geographical achievement in developing the ability of geography image. It is helpful to the cultivation of students' ability of geography image.
【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

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本文編號(hào)：2057929