【摘要】：地理科學(xué)素養(yǎng)是公眾科學(xué)素養(yǎng)的重要組成部分,同時(shí)也是地理素養(yǎng)的重要組成部分。隨著時(shí)代的發(fā)展,人口問題、資源問題、環(huán)境問題、區(qū)域經(jīng)濟(jì)差異等全球性問題越來越突出,培養(yǎng)具有責(zé)任心和世界觀念的公民,已成為國(guó)際社會(huì)公認(rèn)的教育新理念,在這方面,地理教育具有其他學(xué)科無法替代的作用。然而,初中地理知識(shí)點(diǎn)多、面廣,涉及到大量的術(shù)語、地名、數(shù)據(jù)、現(xiàn)象、分布等陳述性知識(shí)需要理解和記憶。這些知識(shí)都是地理學(xué)科最基本的知識(shí),記憶和掌握這些知識(shí)是進(jìn)一步學(xué)習(xí)和研究地理的關(guān)鍵,是提高地理科學(xué)素養(yǎng)的必要前提。 本研究主要以七年級(jí)上、下冊(cè)教材中陳述性知識(shí)為例,以地理課程標(biāo)準(zhǔn)為中介,通過解讀地理陳述性知識(shí)的教學(xué)目標(biāo),探求出地理陳述性知識(shí)的教學(xué)與培養(yǎng)地理科學(xué)素養(yǎng)具有一定的相關(guān)性。不同類型的陳述性知識(shí)在教學(xué)中雖然都是以培養(yǎng)各種地理科學(xué)素養(yǎng)為主,但各有側(cè)重。通過分析得出以下結(jié)果：地理術(shù)語知識(shí)的教學(xué)以培養(yǎng)地理科學(xué)知識(shí)為主；地理名稱知識(shí)的教學(xué)以培養(yǎng)地理科學(xué)知識(shí)、地理科學(xué)方法為主；地理現(xiàn)象知識(shí)的教學(xué)以培養(yǎng)地理科學(xué)知識(shí)、地理科學(xué)能力為主；地理數(shù)據(jù)知識(shí)的教學(xué)以培養(yǎng)地理科學(xué)知識(shí)(定量數(shù)據(jù)和順序數(shù)據(jù))、地理科學(xué)能力(比例數(shù)據(jù))為主；地理分布知識(shí)的教學(xué)以培養(yǎng)地理科學(xué)知識(shí)、地理科學(xué)方法、地理科學(xué)能力為主。 依據(jù)此相關(guān)性及目前地理陳述性知識(shí)教學(xué)現(xiàn)狀,提出了基于地理科學(xué)素養(yǎng)的初中地理陳述性知識(shí)教學(xué)原則,即整體性、主體性、針對(duì)性、過程性。在此基礎(chǔ)上,探討了基于地理科學(xué)素養(yǎng)的地理陳述性知識(shí)的教學(xué)策略。根據(jù)地理陳述性知識(shí)的類型不同,基于地理科學(xué)素養(yǎng)的地理陳述性知識(shí)的教學(xué)策略包括五個(gè)部分：基于地理科學(xué)素養(yǎng)的地理術(shù)語教學(xué)策略——聯(lián)結(jié)策略、動(dòng)手活動(dòng)策略、自主學(xué)習(xí)策略；基于地理科學(xué)素養(yǎng)的地理名稱教學(xué)策略——發(fā)散思維策略；基于地理科學(xué)素養(yǎng)的地理現(xiàn)象教學(xué)策略——重視經(jīng)驗(yàn)策略、情境策略；基于地理科學(xué)素養(yǎng)的地理數(shù)據(jù)教學(xué)策略——圖表策略、借比策略；基于地理科學(xué)素養(yǎng)的地理分布教學(xué)策略——讀圖策略、還原知識(shí)策略等。并通過為期八周的實(shí)驗(yàn)教學(xué),驗(yàn)證了其具有一定的可行性和可借鑒性。
[Abstract]:Geographical scientific literacy is an important part of public scientific literacy, but also an important part of geographical literacy. With the development of the times, the problems of population, resources, environment, regional economic differences and other global problems are becoming more and more prominent. It has become a new concept of education recognized by the international community to cultivate a responsible and cosmopolitan citizen. In this regard, geography education has an irreplaceable role in other disciplines. However, there are many geographical knowledge points in junior high school, involving a large number of terms, place names, data, phenomena, distribution and other declarative knowledge needs to be understood and remembered. These knowledge are the most basic knowledge of geography, memory and mastery of these knowledge is the key to further study and study geography, is the necessary prerequisite to improve geography scientific literacy. This study mainly takes the declarative knowledge in the seventh grade and the next textbook as an example, takes the geography curriculum standard as the intermediary, and interprets the teaching goal of the geographical declarative knowledge. To explore the relationship between the teaching of geographical declarative knowledge and the cultivation of geographical scientific literacy. Different types of declarative knowledge in teaching are mainly to cultivate various geographical scientific literacy, but they have their own emphasis. The following results are obtained from the analysis: the teaching of geographical terminology knowledge is mainly to cultivate geographical scientific knowledge, the teaching of geographical name knowledge is to cultivate geographical scientific knowledge, and the method of geographical science is the main method. The teaching of geography phenomenon knowledge is to cultivate geography science knowledge, geography science ability is the main way, geography data knowledge teaching is to cultivate geography science knowledge (quantitative data and sequence data), geography science ability (proportion data); The teaching of geographical distribution knowledge is mainly to cultivate geography science knowledge, geography science method and geography science ability. According to this correlation and the present situation of geography declarative knowledge teaching, this paper puts forward the teaching principles of geography declarative knowledge in junior high school based on geography scientific literacy, that is, integrity, subjectivity, pertinence and process. On this basis, the teaching strategy of geographical declarative knowledge based on geographical scientific literacy is discussed. According to the different types of geographical declarative knowledge, the teaching strategy of geographical declarative knowledge based on geographical scientific literacy includes five parts: the teaching strategy of geographical terminology based on geographical scientific literacy, the strategy of connection, the strategy of hands-on activity. Autonomous learning strategy; geographical name teaching strategy based on geographical scientific literacy-divergent thinking strategy; geographical phenomenon teaching strategy based on geographical scientific literacy-emphasis on experience strategy, situational strategy; The teaching strategy of geographical data based on geographical scientific literacy is graph strategy, borrowing strategy, geographical distribution teaching strategy based on geographical science literacy, map reading strategy, restoring knowledge strategy and so on. And through the experiment teaching for eight weeks, it is proved that it has certain feasibility and can be used for reference.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G633.55

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