【摘要】：論文在兩個(gè)對(duì)比分析,即我國(guó)中學(xué)生地理奧林匹克競(jìng)賽中知識(shí)環(huán)節(jié)(筆試)與動(dòng)手解決實(shí)際問(wèn)題的環(huán)節(jié)(戶外測(cè)試)對(duì)比,大陸、香港、臺(tái)灣(中國(guó))和澳門兩岸四地初、高中地理課堂教學(xué)對(duì)比分析的基礎(chǔ)上,基于地理學(xué)與地理教育的價(jià)值日益重要的現(xiàn)實(shí),結(jié)合我國(guó)中學(xué)教育的特點(diǎn)：即注重系統(tǒng)地理知識(shí)的學(xué)習(xí),忽視、輕視學(xué)生解決生產(chǎn)生活中地理實(shí)際問(wèn)題的能力,地理實(shí)踐意識(shí)缺乏,地理知識(shí)學(xué)習(xí)與學(xué)生情感態(tài)度價(jià)值觀的養(yǎng)成相脫節(jié)的實(shí)際,提出了“地理實(shí)踐素養(yǎng)”這一概念,并界定了概念。從地理實(shí)踐經(jīng)歷、地理實(shí)踐傾向性、地理實(shí)踐能力及地理實(shí)踐過(guò)程中的創(chuàng)造性四個(gè)維度剖析了地理實(shí)踐素養(yǎng)的構(gòu)成。結(jié)合地理學(xué)科的獨(dú)特視角與地理教育目標(biāo),從掌握地理過(guò)程與方法的基本和對(duì)學(xué)生進(jìn)行人文素養(yǎng)教育的重要途徑兩個(gè)角度分析了中學(xué)生地理實(shí)踐素養(yǎng)的價(jià)值。 要培養(yǎng)我國(guó)中學(xué)生地理實(shí)踐素養(yǎng),必須清楚我國(guó)教育的大環(huán)境。學(xué)習(xí)是學(xué)生經(jīng)驗(yàn)獲得和改造的過(guò)程。學(xué)校教育是人類經(jīng)驗(yàn)傳承的一種特殊方式。學(xué)校經(jīng)驗(yàn)獲得不能背離人類經(jīng)驗(yàn)獲得的基礎(chǔ)。論文在分析個(gè)體經(jīng)驗(yàn)與隱形知識(shí),集體經(jīng)驗(yàn)與顯性知識(shí)的基礎(chǔ)上,討論了學(xué)校的出現(xiàn)在提高經(jīng)驗(yàn)傳遞效率的同時(shí),也帶來(lái)了知行分離這一與生俱來(lái)的缺憾。學(xué)校教育如何減少或克服這一缺憾,實(shí)現(xiàn)知行結(jié)合?論文在系統(tǒng)對(duì)經(jīng)驗(yàn)進(jìn)行分析的基礎(chǔ)上,提出了“完善經(jīng)驗(yàn)”的概念�！巴晟平�(jīng)驗(yàn)”描述了經(jīng)驗(yàn)形成與發(fā)展的理想狀態(tài)下,良性的、優(yōu)化的經(jīng)驗(yàn)獲得與形成過(guò)程。它基于經(jīng)驗(yàn)之間相互的聯(lián)系,具有連續(xù)性、順序性和整合性的特點(diǎn)。完善經(jīng)驗(yàn)的價(jià)值取向不是培養(yǎng)“知識(shí)人”,而是培養(yǎng)“生活主體”。基于完善經(jīng)驗(yàn)的教育在改造學(xué)生認(rèn)知經(jīng)驗(yàn)、行動(dòng)經(jīng)驗(yàn)與情感經(jīng)驗(yàn)方面具有積極的意義。根據(jù)我國(guó)中學(xué)教育的實(shí)際,完善經(jīng)驗(yàn)教育變革的重點(diǎn)是提高學(xué)生的實(shí)踐素養(yǎng)。在系統(tǒng)理論分析的基礎(chǔ)上,結(jié)合我國(guó)中學(xué)地理教育的現(xiàn)實(shí),作者從地理實(shí)踐素養(yǎng)的構(gòu)成、培養(yǎng)途徑、培養(yǎng)方法和培養(yǎng)環(huán)境創(chuàng)設(shè)四個(gè)維度建構(gòu)了現(xiàn)代中學(xué)生地理實(shí)踐素養(yǎng)培養(yǎng)的框架體系。 要培養(yǎng)我國(guó)中學(xué)生現(xiàn)代地理實(shí)踐素養(yǎng),必須了解中學(xué)生地理實(shí)踐素養(yǎng)的現(xiàn)況。二十多年從事和研究中學(xué)地理教育,作者對(duì)我國(guó)中學(xué)生地理實(shí)踐素養(yǎng)的現(xiàn)實(shí)狀況有一定的感性認(rèn)識(shí)。為了量化感性認(rèn)識(shí),作者針對(duì)初、高中各個(gè)年級(jí)階段,依據(jù)初、高中地理課程標(biāo)準(zhǔn),設(shè)計(jì)了四套中學(xué)生地理實(shí)踐素養(yǎng)調(diào)查問(wèn)卷。作者從地理實(shí)踐經(jīng)歷、地理實(shí)踐興趣、地理實(shí)踐能力(自我認(rèn)識(shí)和實(shí)際表現(xiàn))、地理實(shí)踐意識(shí)五個(gè)維度對(duì)四個(gè)年級(jí)的學(xué)生進(jìn)行了調(diào)查。問(wèn)卷主要在湖北、江西兩省11個(gè)學(xué)校,44個(gè)班級(jí)發(fā)放,發(fā)放問(wèn)卷合計(jì)2016份。問(wèn)卷發(fā)放時(shí)考慮到城市學(xué)校與鄉(xiāng)村學(xué)校,省級(jí)重點(diǎn)中學(xué)、縣市重點(diǎn)中學(xué)和非重點(diǎn)中學(xué)的平衡,兼顧到學(xué)校中的重點(diǎn)班和普通班。對(duì)問(wèn)卷調(diào)查的結(jié)果用數(shù)學(xué)統(tǒng)計(jì)方式進(jìn)行歸類分析�？傮w的結(jié)論是：在中學(xué)各個(gè)年級(jí)階段,學(xué)生地理實(shí)踐經(jīng)歷非常少。學(xué)生對(duì)地理實(shí)踐的興趣很高。地理實(shí)踐能力自我認(rèn)識(shí)的程度值比實(shí)際表現(xiàn)出來(lái)的程度值要高出很多。學(xué)生地理實(shí)踐意識(shí)比較淡漠。結(jié)合對(duì)中學(xué)地理教師的訪談,也印證了問(wèn)卷調(diào)查的結(jié)論。 如何培養(yǎng)我國(guó)中學(xué)地理實(shí)踐素養(yǎng)?作者建構(gòu)了現(xiàn)代中學(xué)生地理實(shí)踐素養(yǎng)培養(yǎng)的框架體系。重點(diǎn)闡述了該框架體系地三個(gè)方面：即中學(xué)生地理實(shí)踐素養(yǎng)培養(yǎng)的途徑、方法與環(huán)境。其中中學(xué)生地理實(shí)踐素養(yǎng)培養(yǎng)的方法是闡述的重點(diǎn)。依據(jù)中學(xué)地理分類的特點(diǎn),重點(diǎn)從自然、人文、區(qū)域三個(gè)角度對(duì)地理實(shí)踐素養(yǎng)培養(yǎng)方法進(jìn)行了分析總結(jié)。其中自然地理實(shí)踐素養(yǎng)的方法著重在科學(xué)觀察的方法,野外考察的方法,實(shí)驗(yàn)的方法和基于信息技術(shù)支持的方法；人文地理實(shí)踐素養(yǎng)的方法著重論述了人文地理考察,人文地理訪談和調(diào)查研究的方法；區(qū)域地理初中階段側(cè)重于認(rèn)識(shí)區(qū)域特征的實(shí)踐方法,高中階段側(cè)重于探究區(qū)域問(wèn)題的實(shí)踐方法。 為了有針對(duì)性地解決我國(guó)中學(xué)生地理實(shí)踐素養(yǎng)的培養(yǎng)問(wèn)題,作者結(jié)合問(wèn)卷調(diào)查、教師訪談、中外地理教材對(duì)比分析、課堂觀察、論文資源收集等五個(gè)方面,分析了我國(guó)中學(xué)生自然地理實(shí)踐素養(yǎng)、人文地理實(shí)踐素養(yǎng)和區(qū)域地理實(shí)踐素養(yǎng)培養(yǎng)的現(xiàn)實(shí)問(wèn)題。針對(duì)這些問(wèn)題分別探討了自然、人文、區(qū)域地理實(shí)踐素養(yǎng)培養(yǎng)的策略。其中自然地理實(shí)踐素養(yǎng)的培養(yǎng)策略是基礎(chǔ),也是作者重點(diǎn)論述的部分。人文地理實(shí)踐素養(yǎng)培養(yǎng)是薄弱環(huán)節(jié)。作者在論述過(guò)程中將具體的策略和案例結(jié)合起來(lái),側(cè)重于尊重學(xué)生人文地理經(jīng)驗(yàn)的形成規(guī)律,加強(qiáng)人文地理觀察、記錄、分析、展示的方法指導(dǎo),培養(yǎng)學(xué)生的人文素養(yǎng)和文化品位。區(qū)域地理實(shí)踐素養(yǎng)培養(yǎng)以前兩者為基礎(chǔ),初、高中側(cè)重點(diǎn)不同。初中階段重點(diǎn)培養(yǎng)學(xué)生確定區(qū)域方位、辨識(shí)區(qū)域事象和概括描述區(qū)域特征的能力。高中階段注重以學(xué)生身邊的區(qū)域問(wèn)題為切入點(diǎn),以掌握區(qū)域?qū)嵺`方法為核心,提高學(xué)生解決區(qū)域問(wèn)題的能力。
[Abstract]:On the basis of two comparative analyses, that is, the comparison of knowledge links (written tests) and hands-on links (outdoor tests) in the Geographic Olympics Competition for Chinese middle school students, and the comparative analysis of geography classroom teaching in junior high schools in four places of Mainland China, Hong Kong, Taiwan (China) and Macao, the value of geography and geography education is increasing day by day. The important reality, combined with the characteristics of middle school education in our country, is that we should pay attention to the study of systematic geographical knowledge, neglect and despise the students'ability to solve the practical problems of Geography in production and life, lack of consciousness of geographical practice, disconnect the study of geographical knowledge from the cultivation of students' emotional attitude and values, and put forward the "geographical practice accomplishment" This paper analyzes the constitution of Geographical Practice literacy from four dimensions: Geographical Practice experience, Geographical Practice tendency, geographical practice ability and creativity in the process of geographical practice. The value of Geographical Practice literacy of middle school students is analyzed from two perspectives.
In order to cultivate our middle school students'geographic practice accomplishment, we must understand the general environment of our education. Learning is the process of students' experience acquisition and transformation. School education is a special way of human experience inheritance. On the basis of explicit knowledge, this paper discusses the emergence of schools to improve the efficiency of experience transmission, but also brings about the inherent defect of separation of knowledge and action. How to reduce or overcome this defect and realize the combination of knowledge and action in school education? Experience describes the benign and optimized process of experience acquisition and formation under the ideal state of experience formation and development. It is based on the interrelationship between experience and has the characteristics of continuity, sequence and integration. Education is of positive significance in transforming students'cognitive experience, action experience and emotional experience. According to the reality of middle school education in China, the key to improving the reform of experience education is to improve students' practical accomplishment. The four dimensions of cultivation approach, cultivation method and cultivation environment construct the framework system of cultivation of modern middle school students'Geographical Practice literacy.
In order to cultivate our middle school students'modern geographic practice accomplishment, we must understand the current situation of middle school students' geographic practice accomplishment. For more than twenty years, the author has engaged in and studied the middle school geographic education. The author has a certain perceptual understanding of the realistic situation of our middle school students'geographic practice accomplishment. Four sets of questionnaires were designed according to the geography curriculum standard of senior high school. The author investigated the students of four grades from five dimensions: geography practice experience, geography practice interest, geography practice ability (self-knowledge and actual performance), geography practice consciousness. The questionnaires were mainly used in 11 schools in Hubei and Jiangxi provinces. Questionnaires were distributed to each class and totaled 2016. The balance between urban and rural schools, provincial key middle schools, county and city key middle schools and non-key middle schools was taken into account. The results of the questionnaires were classified and analyzed by mathematical statistics. Students have very little experience in geography practice. Students have a high interest in geography practice. The degree of self-knowledge of geography practice ability is much higher than the actual level. Students'consciousness of geography practice is rather indifferent. The interview with middle school geography teachers also confirms the conclusion of the questionnaire survey.
How to cultivate middle school students'geography practical accomplishment in China? The author constructs a framework system for the cultivation of modern middle school students' geography practical accomplishment. The characteristics of geographical classification are analyzed and summarized from three aspects of nature, humanity and region. The methods of physical geography practice literacy are mainly the methods of scientific observation, field investigation, experiment and the method based on information technology. The method emphasizes on the methods of human geography investigation, human geography interview and investigation; the practical method of recognizing regional characteristics is emphasized in Junior Middle School of regional geography; and the practical method of exploring regional problems is emphasized in senior middle school.
In order to solve the problem of cultivating middle school students'geographic practice literacy, the author analyzes the physical geography practice literacy, human geography practice literacy and regional geography practice literacy cultivation of middle school students in China from five aspects: questionnaire survey, teacher interview, comparative analysis of Chinese and foreign geography textbooks, classroom observation, and collection of paper resources. In view of these problems, this paper discusses the strategies of cultivating practical qualities of nature, humanities and regional geography respectively. The Cultivation Strategies of practical qualities of natural geography are the foundation and the key part discussed by the author. It emphasizes on respecting the formation law of students'human geography experience, strengthening the guidance of human geography observation, recording, analysis and display, cultivating students' humanistic quality and cultural taste. In senior high school, students should take the regional problems around them as the breakthrough point, grasp the regional practice method as the core, and improve their ability to solve regional problems.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2014
【分類號(hào)】：G633.55

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