本文選題：學(xué)習(xí)遷移 + 課程重構(gòu)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：在初中地理學(xué)習(xí)中,先行學(xué)習(xí)對(duì)于后續(xù)學(xué)習(xí)的影響,被稱為地理學(xué)習(xí)遷移。在初中階段的地理教學(xué)中,地理學(xué)習(xí)遷移廣泛的存在。本文所進(jìn)行的研究,是通過重構(gòu)初中地理課程的方式,幫助學(xué)生實(shí)現(xiàn)地理學(xué)習(xí)的遷移。目前我國(guó)初中地理教學(xué)中,圍繞著課程標(biāo)準(zhǔn),同時(shí)使用著多個(gè)版本的教材。本文通過研究,利用地理學(xué)習(xí)遷移的原理,在現(xiàn)行人教版的教材的基礎(chǔ)上,對(duì)地理課程進(jìn)行重構(gòu),將相似的地理知識(shí)集中學(xué)習(xí),以減少新授課所需的時(shí)間,并使學(xué)生的地理成績(jī)不因課程重構(gòu)而降低。為避免學(xué)生的地理學(xué)習(xí)淪為死記硬背而喪失了學(xué)習(xí)地理的興趣,本研究參考了互聯(lián)網(wǎng)上備受歡迎的地理類脫口秀欄目,對(duì)地理課程重構(gòu)的線索進(jìn)行了編排整理,按照時(shí)間順序總結(jié)出了若干個(gè)有趣的專題知識(shí),用于學(xué)生在初中階段的地理學(xué)習(xí)。本研究希望通過對(duì)初中地理課程的重構(gòu),用較少的新授課課時(shí),完成原定的學(xué)習(xí)任務(wù)。本研究將初中地理學(xué)習(xí)中的主要知識(shí)點(diǎn)列表,總結(jié)出可能發(fā)生地理學(xué)習(xí)遷移的知識(shí)點(diǎn)之間具有的“共同要素”。根據(jù)歸納出的“共同要素”,本研究圍繞其組織素材,將地理課程重構(gòu)成為若干專題課程。這些專題主要包括:“農(nóng)牧之爭(zhēng)與絲綢之路的興起”,主要涉及了中國(guó)的氣候特征、分布,中國(guó)的地形,中國(guó)降水的空間分布特點(diǎn),中國(guó)土地利用類型的分布�！昂又械貐^(qū)與突厥西遷”的專題,主要涉及了亞洲的河流,中東的地理位置、范圍和民族構(gòu)成,伊斯蘭教的分布�！皧W斯曼土耳其帝國(guó)”專題,主要涉及到了中東的宗教,中東地區(qū)的交通要地,以及伊斯蘭教的分布�！昂谒啦　钡膶ｎ},涉及到了亞歐分界線,歐洲南部三大半島的分布,歐洲西部的位置,人均耕地面積的概念�！皻W洲人的‘地理大發(fā)現(xiàn)’”專題,涉及到了世界海陸分布,歐洲西部與中東的相對(duì)位置,地球的形狀和大小,地球是球體的證據(jù)。“資源的全球配置與工業(yè)革命”專題,涉及到了人口增長(zhǎng)理論,甘蔗的生長(zhǎng)條件,影響工業(yè)分布的因素�！暗乩泶蟀l(fā)現(xiàn)與人種的遷移”專題,涉及到了不同人種的分布,美國(guó)農(nóng)業(yè)的特點(diǎn),“基因決定論”,美國(guó)和巴西的民族構(gòu)成,撒哈拉以南非洲是黑種人的故鄉(xiāng),人口稀疏的地區(qū)及其原因�！懊绹�(guó)的擴(kuò)張”專題涉及到了美國(guó)的位置和領(lǐng)土組成,美國(guó)的河流、城市分布、民族構(gòu)成和美國(guó)的鄰國(guó)�！暗乩泶蟀l(fā)現(xiàn)與巴西”專題,涉及到了巴西的地理位置、人種構(gòu)成、氣候特點(diǎn)、地形去、河流和農(nóng)產(chǎn)品�！暗乩泶蟀l(fā)現(xiàn)與英國(guó)的崛起”專題,涉及到了歐洲西部的地理位置和主要國(guó)家�！暗乩泶蟀l(fā)現(xiàn)與俄國(guó)的擴(kuò)張”專題,涉及到了俄羅斯的位置、氣候、面積和鄰國(guó)。此外還有部分專題可供選擇使用。本研究將被重構(gòu)的課程用于對(duì)照實(shí)驗(yàn)。實(shí)驗(yàn)選取了濟(jì)南濼口實(shí)驗(yàn)學(xué)校2015級(jí)的6個(gè)班,分為三個(gè)小組。A組為1-4班,作為對(duì)照組,按照傳統(tǒng)的地理課程進(jìn)行授課;B組為5班,作為實(shí)驗(yàn)組,在原先地理課程中加入專題內(nèi)容進(jìn)行授課;C組為6班,作為另一個(gè)實(shí)驗(yàn)組,完全按照重構(gòu)后的課程進(jìn)行地理教學(xué)。實(shí)驗(yàn)結(jié)果表明,B組即在原有的課程中加入專題內(nèi)容,學(xué)生的成績(jī)更好。最終得出結(jié)論:地理課程重構(gòu)有助于地理學(xué)習(xí)遷移的實(shí)現(xiàn)和學(xué)生成績(jī)的提高。對(duì)于地理課程的重構(gòu),應(yīng)當(dāng)結(jié)合學(xué)情,并在充分研讀教材的基礎(chǔ)上進(jìn)行。
[Abstract]:In junior high school geography learning, the influence of the first study on the follow-up study is called the geography learning transfer. In the geography teaching of junior middle school, geography learning has a wide range of migration. The research carried out in this paper is to help students to realize the transfer of geography learning through the reconstruction of junior high school geography courses. On the basis of the principle of geography learning migration, this paper reconstructs the geography curriculum on the basis of the present teaching material of human teaching, and concentrates the learning of similar geography in order to reduce the time required for new teaching and to make the students' geographical results not to be heavy on the curriculum. In order to avoid the student's geography learning to lose the interest of learning geography, this study referred to the popular geographic talk show columns on the Internet, arranged the clues of the geography curriculum reconfiguration, and summed up some interesting thematic knowledge in chronological order, for students in junior high school. This study hopes to complete the original learning task by reconstructing junior high school geography courses with less new teaching hours. This study summarizes the main knowledge points in junior high school geography learning, and summarizes the "common elements" between knowledge points that may occur in geographical learning migration. "The same element", this study reconstructs the geography curriculum into a number of thematic courses around its organizational material. These topics include: "the struggle for agriculture and animal husbandry and the rise of the Silk Road". It mainly involves the climate characteristics, distribution of China, the topography of China, the spatial distribution of China's precipitation, the distribution of China's land use types. The theme of the migration of the region and the Turkic west mainly involves the rivers of Asia, the geographical location, the range and the ethnic composition of the Middle East, and the distribution of Islam. The theme of "Osman Turkey Empire" is mainly concerned with the religion in the Middle East, the main traffic places in the Middle East, and the distribution of islanism. The special topic of "the Black Death" involves Asia and Europe. The dividing line, the distribution of the three major Peninsula in southern Europe, the position of Western Europe and the concept of per capita arable land. "The topic of" the big geographical discovery of Europe "involves the world sea and land distribution, the relative position of Western Europe and the Middle East, the shape and size of the earth, the earth is the evidence of the sphere." the global configuration of resources and the industrial revolution. " The topic involves the population growth theory, the growing conditions of sugarcane, and the factors affecting industrial distribution. The theme of "geographical discovery and migration" involves the distribution of different races, the characteristics of the American agriculture, the "genetic determinism", the national composition of the United States and Brazil, the native land of the black people in sub Saharan Africa, and the sparse population. The region and its causes. The "American expansion" topic involves the position and composition of the United States, the rivers of the United States, the distribution of the cities, the ethnic composition and the neighbouring states of the United States. The "geographical discovery and Brazil" topic involves the geographical location of Brazil, the composition of the population, the climate characteristics, the terrain, the rivers and the agricultural products. "The great geographical discovery." The theme of "the rise of Britain" involves the geographical location and major countries of Western Europe. The theme of "geographical discovery and Russian expansion" involves Russia's position, climate, area and neighbouring countries. In addition, some of the topics are available for use. This study will be used as a contrast experiment. The experiment selects Ji'nan. The 6 classes of grade 2015 in the experimental school were divided into three groups.A group 1-4 class, as the control group, according to the traditional geography courses, the B group was class 5, as the experimental group, the original geography curriculum was added to the subject course; the C group was class 6, as another experimental group, the experiment was carried out according to the reconstructed course geography teaching. The results show that the B group added the subject content to the original course, and the students' achievements are better. Finally, the conclusion is that the geography curriculum reconfiguration is helpful to the realization of geography learning transfer and the improvement of students' achievement. The reconstruction of geography curriculum should be combined with the study situation, and should be carried out on the basis of the full study of the teaching materials.
【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)】：G633.55

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