【摘要】：以全球變暖為主要標志的氣候變化正在逐漸加強,這被廣泛歸因于人類活動的增強,而且越來越多的數據表明全球氣候變化正在深刻地影響著人類社會的各個方面。氣候變化是反映人地關系的一個突出問題,體現著地理學科的主要思想,如何正確認識氣候變化是地理教學中的重要內容,關系可持續(xù)發(fā)展觀念的具體落實。本文著眼于高中地理教學內容,提出了以氣候變化教育為主線的地理案例教學思路,首先整合高中地理與氣候變化相關知識,形成了一個完整的知識體系：氣候變化的研究進展、科學內涵、原因(自然原因、人為原因)、對人類的影響(利弊)、響應機制(減緩和適應)。然后在此基礎之上結合案例教學法,設計了三種氣候變化課程教學案例：專題式教學案例-低碳交通、綜合式教學案例-城市內澇、課題研究式教學案例-城市熱島效應,并選取兩組班級進行教學對比實驗,實驗班級實行案例教學,對照班級采取講授教學法,并且不打亂原來教材順序,最后采取問卷調查和訪談形式進行實驗結果對比分析,筆者發(fā)現在提高學生關注氣候變化、踐行低碳生活、團隊合作和主動學習地理知識等方面,以案例教學形式實施的氣候變化教育課程具有明顯優(yōu)勢。盡管如此,但由于時間和能力有限,筆者在整合高中地理教材和氣候變化研究進展方面做得尚且不足,開展實驗的班級數量也不多,所以本文得出的結論還是有一定的局限性,希望有后來者能更好地彌補上述不足,設計出更加適合高中生的氣候變化教育課程,讓學生們獲得切實有效的氣候變化教育。
[Abstract]:Climate change, mainly marked by global warming, is being gradually strengthened, which is widely attributed to the increase of human activities, and more data show that global climate change is profoundly affecting all aspects of human society. Climate change is a prominent problem reflecting the relationship between man and land, which embodies the main thought of geography. How to correctly understand climate change is an important content in geography teaching, which is related to the concrete implementation of the concept of sustainable development. This paper focuses on the content of geography teaching in senior high school, and puts forward the idea of geography case teaching with climate change education as the main line. Firstly, it integrates the knowledge of geography and climate change in senior high school. It forms a complete knowledge system: the research progress of climate change, scientific connotation, causes (natural causes, man-made causes), human impacts (pros and cons), response mechanisms (mitigation and adaptation). On the basis of this, three teaching cases of climate change course are designed: thematic teaching case-low carbon transportation, integrated teaching case-urban waterlogging, subject research teaching case-urban heat island effect. Two groups of classes are chosen to carry out the teaching contrast experiment, the experimental class carries out the case teaching, the control class adopts the teaching method, and does not disturb the original teaching material sequence. Finally, the results of the experiment are compared and analyzed in the form of questionnaire and interview. The author found that the climate change education course implemented in the form of case teaching has obvious advantages in improving students' attention to climate change, practicing low-carbon life, teamwork and active learning of geographical knowledge. However, due to the limited time and ability, the author has not made enough progress in integrating geography textbooks and climate change research in senior high school, and there are not many classes to carry out experiments, so the conclusion of this paper has some limitations. It is hoped that some latecomers will be able to make up for these shortcomings and design climate change education courses that are more suitable for high school students so that students can get effective climate change education.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55

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本文編號：2238781