本文選題：中學(xué)地理 + 空間思維能力　； 參考：《魯東大學(xué)》2015年碩士論文

【摘要】：空間概念對(duì)于地理學(xué)習(xí)十分重要，地理的空間性是地理學(xué)科的重要標(biāo)志。在培養(yǎng)中學(xué)生地理空間能力中很重要的一部分就是培養(yǎng)學(xué)生的地理空間思維能力，學(xué)生地理空間思維能力水平的高低是對(duì)于學(xué)生地理學(xué)習(xí)和解決地理問(wèn)題具有重要影響。筆者通過(guò)查閱大量文獻(xiàn)發(fā)現(xiàn)關(guān)于中學(xué)生地理空間思維能力的培養(yǎng)方面的文章不在少數(shù)，但是關(guān)于中學(xué)生自身空間思維能力高低程度到底如何，怎樣進(jìn)行有效的測(cè)評(píng)，這方面的文章卻少之又少。所以本文以地理空間思維能力內(nèi)涵為基礎(chǔ)上，參照高中地理新課程標(biāo)準(zhǔn)與相關(guān)理論基礎(chǔ)，結(jié)合實(shí)際的調(diào)查問(wèn)卷，構(gòu)建了高中生地理空間思維能力評(píng)價(jià)標(biāo)準(zhǔn)，并依據(jù)此標(biāo)準(zhǔn)對(duì)壽光市部分高校學(xué)生進(jìn)行實(shí)證分析。 本文由六個(gè)主要的內(nèi)容組成，第一部分是緒論，主要講述本課題研究的背景、目的、意義，其次闡述同類(lèi)課題國(guó)內(nèi)外研究現(xiàn)狀、存在的問(wèn)題以及不足和發(fā)展趨勢(shì)，最后闡述研究本課題采用的方法，統(tǒng)計(jì)分析法、問(wèn)卷調(diào)查法和文獻(xiàn)調(diào)研法等。 第二部分：地理空間思維能力概述，主要是對(duì)地理空間思維能力基本概念進(jìn)行界定、介紹有關(guān)地理空間思維能力的理論基礎(chǔ)，信息加工理論、多元智能理論等，，闡述國(guó)內(nèi)外課程標(biāo)準(zhǔn)，尤其是美國(guó)國(guó)家地理課程標(biāo)準(zhǔn)中對(duì)學(xué)生的地理空間思維能力的要求。 第三部分：高中生地理空間思維能力評(píng)價(jià)標(biāo)準(zhǔn)和評(píng)價(jià)步驟，第一步，依據(jù)一致性、整體性等原則確定地理空間思維能力評(píng)價(jià)的一二級(jí)指標(biāo)。第二步，對(duì)指標(biāo)系統(tǒng)量化評(píng)估。在這里主要運(yùn)用的方法是統(tǒng)計(jì)加權(quán)法，確定各項(xiàng)評(píng)價(jià)指標(biāo)的重要程度。第三步，依據(jù)評(píng)價(jià)指標(biāo)編制相應(yīng)的調(diào)查問(wèn)卷，并給各項(xiàng)指標(biāo)賦值。第四步，檢驗(yàn)該指標(biāo)體系的可行性，通過(guò)對(duì)壽光部分高中學(xué)生地理思維能力進(jìn)行問(wèn)卷調(diào)查，評(píng)價(jià)分析該地區(qū)高中生的地理思維能力，找出相應(yīng)的問(wèn)題并提出相應(yīng)措施。 第四部分：高中生地理空間思維能力評(píng)價(jià)體系的應(yīng)用，通過(guò)調(diào)查問(wèn)卷的方式對(duì)壽光市部分中學(xué)生的地理思維能力的現(xiàn)狀進(jìn)行調(diào)查，然后對(duì)調(diào)查結(jié)果進(jìn)行分析。 第五部分：高中生地理空間思維能力培養(yǎng)措施：針對(duì)上一部分中得出的結(jié)論提出相應(yīng)的措施，制定針對(duì)性措施提高學(xué)生的地理空間思維能力。 第六部分：結(jié)論，主要探究了地理空間思維能力的培養(yǎng)在區(qū)域地理的實(shí)際教學(xué)過(guò)程中存在的問(wèn)題，并對(duì)存在的問(wèn)題提出一些改進(jìn)的措施和可行性的建議，驗(yàn)證了該指標(biāo)體系的可操作性，并指出本研究的不足之處。
[Abstract]:The concept of space is very important for geography study, and the spatial character of geography is an important symbol of geography. A very important part of developing students' geospatial ability is to cultivate students' thinking ability of geography space. The level of students' thinking ability of geography space has an important influence on students' geography learning and solving geography problems. By consulting a large number of documents, the author finds that there are not a few articles on the cultivation of middle school students' spatial thinking ability, but on how to evaluate the students' spatial thinking ability and how to evaluate it effectively. There are few articles in this area. Therefore, based on the connotation of geographical spatial thinking ability, referring to the new curriculum standards and related theoretical basis of senior high school geography, combined with the actual questionnaire, this paper constructs the evaluation standard of high school students' geographical spatial thinking ability. According to this standard, some college students in Shouguang City are empirically analyzed. This paper is composed of six main contents. The first part is the introduction, which mainly describes the background, purpose, significance of the research, and then describes the current research situation, the existing problems, the deficiency and the development trend of the similar topics at home and abroad. At last, the methods of research, statistical analysis, questionnaire survey and literature investigation are described. The second part: the outline of geospatial thinking ability, mainly defines the basic concept of geospatial thinking ability, introduces the theoretical basis of geospatial thinking ability, the theory of information processing, the theory of multiple intelligences, etc. This paper expounds the requirements of the students' geospatial thinking ability in the curriculum standards at home and abroad, especially in the National Geography Curriculum Standards of the United States. The third part: the evaluation criteria and steps of high school students' geospatial thinking ability, the first step, according to the principles of consistency, integrity and other principles to determine the geographical spatial thinking ability evaluation of the first and second levels of indicators. The second step, the quantitative evaluation of the indicator system. The main method used here is the statistical weighting method to determine the importance of each evaluation index. The third step is to compile the questionnaire according to the evaluation index and assign value to each index. The fourth step is to test the feasibility of the index system, through the questionnaire survey on the geography thinking ability of some senior high school students in Shouguang, to evaluate and analyze the geography thinking ability of the senior high school students in this area, to find out the corresponding problems and to put forward the corresponding measures. The fourth part: the application of the evaluation system of high school students' geographical spatial thinking ability, through the way of questionnaire to investigate the present situation of some middle school students' geographical thinking ability in Shouguang City, and then analyze the results of the survey. The fifth part: the training measures of high school students' geospatial thinking ability: according to the conclusion in the previous part, the corresponding measures are put forward, and the corresponding measures are formulated to improve the students' geospatial thinking ability. The sixth part: the conclusion, mainly explores the question which the geography spatial thinking ability trains in the regional geography actual teaching process, and puts forward some improvement measures and the feasibility suggestion to the existence question, The maneuverability of the index system is verified, and the deficiency of this study is pointed out.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.55

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