【摘要】：地理是高中的一門必修課程。隨著新課程改革的不斷推進,高中地理教學更需要培養(yǎng)學生的計算能力和相應(yīng)的地理知識的應(yīng)用能力。高考中有關(guān)計算類試題具有難度大、涉及面廣、內(nèi)容豐富的特點,并且以文字、圖像、表格等多種形式呈現(xiàn)。根據(jù)試題中提供的地理數(shù)據(jù),提煉出正確的信息,并且通過計算得出事物的特性,這對學生的能力要求很高。所以,地理計算題成為了高中地理教學中的重點難點之一。樣例學習雖然在日常教學中較為常用,但是一些教師忽視了樣例的選擇,大大影響了樣例在教學中所起的作用。研究樣例學習,尤其是研究如何進行樣例設(shè)計,使之更為有效,是當前研究的熱門問題。樣例的設(shè)計形式、作用機制、教師的認知水平、學習者的認知水平等,都會影響樣例的有效性。有效的樣例形式可以使學生用更短的時間,獲得解決問題的能力,進而提高成績�？梢�,研究樣例學習的設(shè)計對課堂教學有著重要的實踐意義。本文通過文獻的綜合研究與實證研究相結(jié)合的基本方法。首先對樣例學習的理論進行了一定的學習及思考,然后在地理學科特點的基礎(chǔ)上,對地理計算題的樣例學習進行研究,闡述了地理計算題的特點,并構(gòu)建了地理計算題的教學案例。同時對高中一年級不同學習水平學生進行了較為系統(tǒng)、全面的相關(guān)實驗研究。通過實驗得出以下結(jié)論:對于教師來說,應(yīng)該盡可能選擇全面具體的樣例內(nèi)容,最好涉及到規(guī)律的各個方面,盡可能豐富樣例的形式,激發(fā)學生學習的主動性和積極性。對于學生來說,樣例提供了詳細的解題步驟,對核心知識規(guī)律進行了詳細生動的解釋說明,樣例的有效性體現(xiàn)明顯。教師在講解包含多種運算規(guī)律的時差計算為學習內(nèi)容時,整體樣例學習模式的遷移效果不如基模一整體樣例學習模式的遷移效果好�；�-整體樣例更有利于學生掌握復合運算規(guī)則。
[Abstract]:Geography is a compulsory course in high school. With the development of the new curriculum reform, the high school geography teaching needs to cultivate the students' computing ability and the application ability of the corresponding geography knowledge. In the college entrance examination, the computational questions are difficult, extensive and rich in content, and they are presented in many forms, such as text, images, tables and so on. According to the geographical data provided in the test questions, the correct information is extracted, and the characteristics of things are calculated, which requires the students' ability. Therefore, geography calculation problem has become one of the key difficulties in geography teaching in senior high school. Although sample learning is commonly used in daily teaching, some teachers ignore the choice of sample, which greatly affects the role of sample in teaching. The study of sample learning, especially how to design samples to make them more effective, is a hot issue. The design form of the sample, the mechanism of action, the cognitive level of the teacher and the cognitive level of the learner will affect the effectiveness of the sample. Effective sample form allows students to acquire problem-solving skills in shorter time and improve performance. Therefore, the study of the design of sample learning has important practical significance for classroom teaching. This paper combines the comprehensive research of literature with the empirical research. First, the theory of sample learning is studied and pondered. Then, on the basis of the characteristics of geography, the paper studies the sample learning of geographical calculation problem, and expounds the characteristics of geographical calculation problem. And the teaching case of geography calculation problem is constructed. At the same time, the first grade of high school students at different levels of learning a more systematic, comprehensive experimental study. The following conclusions are drawn from the experiment: for teachers, it is necessary to choose comprehensive and concrete sample contents as far as possible, better involve in all aspects of the law, enrich the sample form as much as possible, and stimulate students' initiative and enthusiasm in learning. For the students, the sample provides a detailed solution to the problem, and explains the rule of core knowledge vividly. The effectiveness of the sample is obvious. The transfer effect of the whole sample learning model is not as good as that of the base mode-the whole sample learning model when the teacher explains that the time difference calculation which contains a variety of operational rules is a learning content. The basic module-whole sample is more helpful for students to master the complex operation rules.
【學位授予單位】：遼寧師范大學
【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：2294048