發(fā)布時(shí)間：2018-09-05 08:05

【摘要】：引言部分,針對(duì)初中地理與小學(xué)科學(xué)教學(xué)內(nèi)容及教學(xué)方法的銜接進(jìn)行基礎(chǔ)研究,從研究背景、研究意義、研究現(xiàn)狀等方面,說(shuō)明研究的必要性。在課程改革時(shí)代要求下,立德樹(shù)人,全面提高育人水平,深化課程教學(xué)改革。為此需要實(shí)施“全程育人”。而且客觀存在部分學(xué)科內(nèi)容脫節(jié)、交叉、錯(cuò)位的現(xiàn)象。所以初中地理與小學(xué)科學(xué)的教學(xué)內(nèi)容及方法銜接是值得研究的課題。初中地理與小學(xué)科學(xué)的教學(xué)內(nèi)容及方法的銜接有利于增強(qiáng)初中地理教師對(duì)初中與小學(xué)有關(guān)地理教學(xué)聯(lián)系的認(rèn)識(shí);有利于初中地理教師對(duì)初中與小學(xué)有關(guān)地理教學(xué)內(nèi)容的把握;有利于初中地理教師教學(xué)策略的優(yōu)化。第一部分,歸納總結(jié)初中地理與小學(xué)科學(xué)地理部分教學(xué)內(nèi)容的有效銜接策略。主要從地球概貌、地球物質(zhì)、地球運(yùn)動(dòng)及所引起的變化四部分內(nèi)容入手,找出銜接點(diǎn),并且分為四類:重復(fù)的內(nèi)容、拓展的內(nèi)容、加深的內(nèi)容和缺失的內(nèi)容,相應(yīng)的提出四個(gè)銜接策略。如重復(fù)的內(nèi)容,采用以復(fù)習(xí)的形式銜接,幫助學(xué)生建立完整的知識(shí);拓展的內(nèi)容,采用以舊引新銜接,新舊知識(shí)有機(jī)結(jié)合;加深的內(nèi)容,借助實(shí)驗(yàn)法、圖片銜接,強(qiáng)化知識(shí)點(diǎn)之間的聯(lián)系;對(duì)于缺失的內(nèi)容,根據(jù)需求,有效增減。第二部分,介紹初中地理與小學(xué)科學(xué)地理部分教學(xué)方法的銜接。先調(diào)查小學(xué)科學(xué)地理部分的教學(xué)方法,然后通過(guò)小學(xué)科學(xué)四部分地理內(nèi)容與初中地理教學(xué)方法對(duì)比,然后提出銜接策略。包括沿用小學(xué)科學(xué)的演示法,有利于初中生形象思維向抽象思維的過(guò)渡;借鑒小學(xué)科學(xué)的實(shí)驗(yàn)探究法,發(fā)揮學(xué)生的自主性;運(yùn)用小學(xué)科學(xué)的觀察比較法,有利于初中生感性認(rèn)識(shí)到理性認(rèn)識(shí)的升華;初中地理教學(xué)的分析法,培養(yǎng)初中生邏輯思維。第三部分,初中地理與小學(xué)科學(xué)教學(xué)內(nèi)容及方法的銜接案例分析。第四部分,本文的總結(jié),主要包括初中地理與小學(xué)科學(xué)地理內(nèi)容教學(xué)內(nèi)容及方法的銜接策略。并提出本研究的不足和對(duì)本課題的展望。
[Abstract]:In the foreword, the author makes a basic research on the connection of science teaching contents and teaching methods between junior high school geography and primary school, and explains the necessity of the research from the aspects of research background, research significance, research status quo and so on. Under the requirements of the curriculum reform times, we should build up a good character, raise the level of education and deepen the reform of curriculum teaching. Therefore, it is necessary to carry out the whole process of educating people. Moreover, there exists the phenomenon that some subjects are disjointed, intersected and dislocated. Therefore, the link of teaching content and method between geography and primary school science is worth studying. The connection of teaching contents and methods between junior high school geography and primary school science is beneficial to the junior high school geography teachers' understanding of the relationship between junior middle school and primary school geography teaching, and to the understanding of junior middle school geography teachers' understanding of junior middle school and primary school geography teaching content. It is helpful to optimize the teaching strategy of geography teachers in junior high school. The first part summarizes the effective linking strategies between junior high school geography and primary school science geography. Starting with the earth's outline, earth matter, earth motion and the changes caused by it, the paper finds out the points of convergence, and divides them into four categories: repetitive content, expanded content, deepening content and missing content. Four cohesive strategies are proposed accordingly. For example, repeat content should be linked up in the form of review to help students build up complete knowledge; the content of expansion should be linked up with the old and the new, and the new and old knowledge should be organically combined; the deeper content should be connected with the experimental method, and the pictures should be connected. Strengthen the link between knowledge points; for missing content, according to demand, effective increase or decrease. The second part, introduces the middle school geography and the elementary school science geography part teaching method connection. This paper investigates the teaching methods of primary school science geography, then compares the four parts of primary school science with junior high school geography teaching methods, and then puts forward the linking strategy. Including using the demonstration method of primary school science, which is conducive to the transition from image thinking to abstract thinking of junior high school students; drawing lessons from the experimental inquiry method of primary school science, giving full play to students' autonomy; and using the observation and comparison method of primary school science. It is helpful for junior high school students to realize the sublimation of rational cognition, and to train junior high school students' logical thinking through the analysis of geography teaching in junior high school. The third part, the junior high school geography and primary school science teaching content and method link case analysis. The fourth part, the summary of this paper, mainly includes the contents and methods of junior high school geography and primary school science geography. And put forward the deficiency of this research and the prospect of this subject.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.45;G633.55

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