本文選題：小學(xué)科學(xué) + 地理素養(yǎng)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著經(jīng)濟(jì)全球化,人口與可持續(xù)發(fā)展的矛盾日益加深,水土流失、環(huán)境污染等問題越發(fā)嚴(yán)重,而地理學(xué)是解決這些問題的的有效途徑,所以地理教育越來越被人們所重視,人們開始意識(shí)到地理素養(yǎng)培養(yǎng)的價(jià)值。從小學(xué)階段培養(yǎng)學(xué)生的地理素養(yǎng)是時(shí)代發(fā)展的必要結(jié)果。小學(xué)《科學(xué)》“地球與宇宙”部分的課程對(duì)于學(xué)生地理素養(yǎng)的培養(yǎng)具有十分重要的作用。小學(xué)《科學(xué)》“地球與宇宙”部分的知識(shí)是初中階段的地理知識(shí)的基礎(chǔ),并且具有緊密的聯(lián)系。在小學(xué)階段地理素養(yǎng)的培養(yǎng)是學(xué)生今后地理素養(yǎng)發(fā)展的基礎(chǔ)。在小學(xué)《科學(xué)》課程教學(xué)中就開始注重培養(yǎng)小學(xué)生的地理素養(yǎng),對(duì)于學(xué)生個(gè)體的終身發(fā)展具有不可替代的作用。本論文主要從以下幾個(gè)方面進(jìn)行研究:首先,使用文獻(xiàn)檢索法對(duì)比分析國內(nèi)外“地理素養(yǎng)”培養(yǎng)的現(xiàn)狀。其次,結(jié)合小學(xué)生的日常生活經(jīng)驗(yàn)以及小學(xué)《科學(xué)》“地球與宇宙”部分的知識(shí),根據(jù)地理素養(yǎng)的5個(gè)基本方面來具體設(shè)計(jì)調(diào)查問卷,從我鎮(zhèn)5所小學(xué)3-6年級(jí)學(xué)生中隨機(jī)抽取400名學(xué)生進(jìn)行調(diào)查,以了解我鎮(zhèn)小學(xué)生地理素養(yǎng)的培養(yǎng)現(xiàn)狀,并對(duì)我鎮(zhèn)5所小學(xué)20名科學(xué)教師的現(xiàn)狀進(jìn)行調(diào)查研究,并找出在培養(yǎng)小學(xué)生地理素養(yǎng)方面存在的具體問題和一些不足之處。然后,針對(duì)小學(xué)生地理素養(yǎng)的培養(yǎng)情況與科學(xué)教師的現(xiàn)狀,認(rèn)真分析課程內(nèi)容與標(biāo)準(zhǔn),找出可以通過哪些內(nèi)容培養(yǎng)學(xué)生哪些方面的地理素養(yǎng),并在課堂教學(xué)中不斷地檢驗(yàn)修正。最后,從學(xué)校、教師、學(xué)生以及教學(xué)內(nèi)容四個(gè)層面提出小學(xué)《科學(xué)》課程教學(xué)中地理素養(yǎng)的培養(yǎng)對(duì)策:第一,加強(qiáng)小學(xué)科學(xué)教師的職前和職后培訓(xùn);第二,理解和支持科學(xué)教師的工作;第三,加強(qiáng)專業(yè)知識(shí)的學(xué)習(xí);第四,營造生動(dòng)的課堂教學(xué)氣氛,激發(fā)學(xué)生的地理學(xué)習(xí)興趣;第五,改變傳統(tǒng)的教學(xué)模式,利用多媒體教學(xué)培養(yǎng)學(xué)生地理素養(yǎng);第六,改變課堂評(píng)價(jià)機(jī)制,注重地理素養(yǎng)的培養(yǎng);第七,注重教學(xué)實(shí)踐與反思,不斷提高自身的教學(xué)能力;第八,教學(xué)聯(lián)系實(shí)際,培養(yǎng)學(xué)生的地理應(yīng)用能力;第九,掌握必要的地理學(xué)習(xí)方法,提高學(xué)生的自主學(xué)習(xí)能力。在今后的研究中,結(jié)合其他學(xué)科以及中學(xué)階段的地理知識(shí),對(duì)小學(xué)《科學(xué)》進(jìn)行更加細(xì)致、深入的分析,提出培養(yǎng)小學(xué)生地理科學(xué)素養(yǎng)的措施。
[Abstract]:With the economic globalization, the contradiction between population and sustainable development is deepening day by day, the problems of soil erosion and environmental pollution become more and more serious, and geography is the effective way to solve these problems, so geography education is paid more and more attention to. People began to realize the value of geographical literacy. It is the necessary result of the development of the times to cultivate the students' geographical literacy from the primary school stage. The curriculum of the Earth and the Universe plays an important role in the cultivation of students' geographical literacy. The knowledge of the earth and the universe in elementary school is the foundation of geography knowledge in junior middle school and has close relation. The cultivation of geographical literacy in primary school is the basis for the development of students' geographical literacy in the future. In the course of science, primary school students begin to pay attention to the cultivation of geographical literacy, which plays an irreplaceable role in the lifelong development of students. This paper mainly studies from the following aspects: firstly, the present situation of "geographical literacy" cultivation at home and abroad is analyzed by literature retrieval method. Secondly, according to the daily life experience of primary school students and the knowledge of "Earth and Universe" in primary school, the questionnaire is designed according to five basic aspects of geographical literacy. In order to find out the present situation of the cultivation of primary school students' geographical literacy in our town, 400 students were randomly selected from the 3-6 grade students of 5 primary schools in our town, and the present situation of 20 science teachers in 5 primary schools in our town was investigated and studied. And to find out in the cultivation of geographical literacy of primary school students in the specific problems and some shortcomings. Then, according to the training situation of primary school students' geographical literacy and the current situation of science teachers, we carefully analyze the curriculum contents and standards, find out which contents can be used to cultivate students' geographical literacy in which aspects, and constantly test the correction in classroom teaching. Finally, from the four aspects of school, teachers, students and teaching content, the author puts forward the countermeasures of cultivating geographical literacy in primary school science curriculum teaching: first, strengthening the pre-service and post-service training of primary school science teachers; second, Understanding and supporting the work of science teachers; third, strengthening the study of professional knowledge; fourth, creating a lively classroom teaching atmosphere to stimulate students' interest in geography learning; fifth, changing the traditional teaching mode, Use multimedia teaching to cultivate students' geographical literacy; sixth, change the classroom evaluation mechanism, pay attention to the cultivation of geographical literacy; seventh, pay attention to teaching practice and reflection, and constantly improve their own teaching ability; eighth, combine teaching with reality, To cultivate students' ability of geography application, ninth, to master necessary geography learning methods and to improve students' autonomous learning ability. In the future research, combining with the geography knowledge of other subjects and middle schools, this paper makes a more detailed and thorough analysis of the primary school science, and puts forward some measures to cultivate the pupils' geography scientific literacy.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.6

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本文編號(hào)：2020774