本文關(guān)鍵詞：高中地理教學(xué)中區(qū)域可持續(xù)發(fā)展教育測(cè)量與教學(xué)設(shè)計(jì)研究　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：高中地理教學(xué)以學(xué)生形成可持續(xù)發(fā)展觀為終極目標(biāo),高中地理教學(xué)內(nèi)容涉及區(qū)域可持續(xù)發(fā)展系統(tǒng)的方方面面,掌握了區(qū)域可持續(xù)發(fā)展的知識(shí)內(nèi)容就是落實(shí)了地理學(xué)科的核心素養(yǎng)。因此,考查學(xué)生高中地理學(xué)業(yè)水平與素養(yǎng)實(shí)際上就是考查區(qū)域可持續(xù)發(fā)展系統(tǒng)的內(nèi)容。然而,由于現(xiàn)行《高中地理課程標(biāo)準(zhǔn)》對(duì)高中知識(shí)內(nèi)容的劃分并沒(méi)有遵循可持續(xù)發(fā)展系統(tǒng)的體系劃分,因此,教育者往往忽視了教育測(cè)量中所體現(xiàn)的區(qū)域可持續(xù)發(fā)展教學(xué)的問(wèn)題所在,也就不會(huì)對(duì)不同的區(qū)域可持續(xù)發(fā)展途徑進(jìn)行深度思考,更不會(huì)針對(duì)不同的教育途徑尋求優(yōu)質(zhì)的教學(xué)設(shè)計(jì),區(qū)域可持續(xù)發(fā)展教育的實(shí)施就一直得不到提高。對(duì)此,本文首先從區(qū)域可持續(xù)發(fā)展體系出發(fā),打破現(xiàn)行《全日制高級(jí)中學(xué)地理課程標(biāo)準(zhǔn)》的劃分依據(jù)不嚴(yán)謹(jǐn)?shù)慕┚帧ⅰ稑?biāo)準(zhǔn)》依據(jù)區(qū)域可持續(xù)發(fā)展系統(tǒng)的框架進(jìn)行拆分、重組,以便客觀、直接的了解區(qū)域可持續(xù)發(fā)展系統(tǒng)各要素在高中學(xué)段的知識(shí)與能力要求。接著運(yùn)用教育測(cè)量理論,從高考測(cè)量的試題要素、題型類型及其功能、組卷方式三個(gè)方面進(jìn)行分析,從而總結(jié)出區(qū)域可持續(xù)發(fā)展內(nèi)容在高考中的測(cè)量規(guī)律,即選擇題中多考查宏觀的天人系統(tǒng)和中觀的人地系統(tǒng);微觀的區(qū)域可持續(xù)發(fā)展系統(tǒng)的考查方式既有選擇題,也有綜合題,它是高考測(cè)量中所占分值最高的內(nèi)容;在綜合題中,對(duì)區(qū)域可持續(xù)發(fā)展內(nèi)容的考查分別從中國(guó)、世界兩個(gè)視角出發(fā),分別側(cè)重考查生態(tài)環(huán)境子系統(tǒng)和經(jīng)濟(jì)子系統(tǒng),但重點(diǎn)都放在系統(tǒng)的內(nèi)在聯(lián)系上。之后,本文再對(duì)區(qū)域可持續(xù)發(fā)展教育在高中地理教學(xué)中的不同途徑進(jìn)行了分析,具體包括新授課、復(fù)習(xí)課兩類課堂教學(xué)、校本課程、課外實(shí)踐活動(dòng)、研究性學(xué)習(xí)和激勵(lì)性競(jìng)賽六種途徑,并且分別針對(duì)不同的教育途徑進(jìn)行了不同教學(xué)設(shè)計(jì)方案的實(shí)驗(yàn)對(duì)比。最后,通過(guò)多組教學(xué)實(shí)驗(yàn)案例的對(duì)比分析,對(duì)不同途徑的區(qū)域可持續(xù)發(fā)展教育的教學(xué)設(shè)計(jì)提出了合理化建議:課堂教學(xué)應(yīng)當(dāng)根據(jù)課型的不同,教學(xué)設(shè)計(jì)應(yīng)當(dāng)有所區(qū)別,新授課要注意教材的整合、主題要素的深入,復(fù)習(xí)課要針對(duì)性更強(qiáng)、更加注重區(qū)域可持續(xù)發(fā)展網(wǎng)絡(luò)體系的建構(gòu);校本課程作為課堂教學(xué)的輔助,應(yīng)當(dāng)根據(jù)不同學(xué)段的教學(xué)內(nèi)容進(jìn)行設(shè)計(jì);課外實(shí)踐活動(dòng)的作用難以取代,其設(shè)計(jì)可以最好的培養(yǎng)學(xué)生地理實(shí)踐能力;研究性學(xué)習(xí)的設(shè)計(jì)需要注重可持續(xù)發(fā)展觀的滲透;而激勵(lì)性競(jìng)賽通過(guò)不同的設(shè)計(jì),可以激發(fā)學(xué)生學(xué)習(xí)地理、了解區(qū)域可持續(xù)發(fā)展的熱情。當(dāng)然,任何一種教學(xué)設(shè)計(jì)都有其局限性,迫于筆者時(shí)間和能力有限,本文在整合教材內(nèi)容和區(qū)域可持續(xù)發(fā)展教育測(cè)量研究進(jìn)展上做得尚不完善,開展的教學(xué)設(shè)計(jì)實(shí)驗(yàn)還不夠豐富。因此,本文對(duì)高中地理教學(xué)中區(qū)域可持續(xù)發(fā)展教育和教學(xué)設(shè)計(jì)的研究,只得出了階段性成果。希望有后來(lái)者能更好地彌補(bǔ)上述不足,設(shè)計(jì)出更加適合高中生的區(qū)域可持續(xù)發(fā)展教學(xué)課程,讓學(xué)生們獲得切實(shí)有效的可持續(xù)發(fā)展教育。
[Abstract]:High school geography teaching students to form the concept of sustainable development as the ultimate goal, the high school geography teaching content relates to the regional sustainable development system in all aspects, the knowledge content of regional sustainable development is to implement the core literacy of geography. Therefore, students of senior high school geography and academic level of literacy is actually the content of regional sustainable development system to test. However, due to the current system division, "high school geography curriculum standard for Senior High School > knowledge content division did not follow the sustainable development system therefore, educators often ignore the regional sustainable development of education teaching in the measurement of the problem, will not be on the regional sustainable development in different ways of deep thinking, not to different ways of education and the quality of teaching design for the implementation of regional sustainable development, education has been to Not to improve. In this regard, this paper from the regional sustainable development system of the division on the basis of breaking the current < full-time high school geography curriculum standard "is not rigorous. The framework standard > < deadlock on the basis of the regional sustainable development system of separation, reorganization, so that an objective, direct understanding of the various elements of the regional sustainable development system in knowledge with the ability of high school requirements. Then use the theory of educational measurement, measurement of the elements from the test of college entrance examination questions, types and functions, the three aspects of the generating mode analysis, which summed up the rules of measuring regional sustainable development content in the college entrance examination, namely the nature system and macro meso problem in multi test people the system of regional sustainable development system; micro test methods are both choice, also has a comprehensive problem, it is the highest score for the college entrance examination content measurement; in the comprehensive integration of. Regional sustainable development content of the test separately from the Chinese, starting from two perspectives of the world, are focus on examining the ecological environment subsystem and economic subsystem, but focus on the inherent relation of system. After that, this article has carried on the analysis to the regional sustainable development of education in different ways in high school geography teaching, including teaching lesson two class, teaching, classroom school-based curriculum, extracurricular activities, research learning and encouraging competition in six ways, and according to different educational ways compared different teaching design. Finally, through the comparison of multi group experimental teaching case analysis, the reasonable suggestions of teaching design of regional education the sustainable development of different ways of classroom teaching should be based on the type of course is different, the teaching design should be different, the new teaching integration to the teaching materials, subject to The in-depth review lesson to targeted, pay more attention to the construction of the network system for the sustainable development of the region; the school-based curriculum as the auxiliary teaching, should be designed according to the teaching content and the students section; extracurricular practice activity is difficult to replace, ability of practice of students' Geography its design can best study design; learning need to pay attention to the penetration of the concept of sustainable development; and encouraging competition through different design, can stimulate students to learn geography, understand the regional sustainable development enthusiasm. Of course, any kind of teaching design has its limitations, because of the limited time and ability, this paper advances in integration of teaching content and the regional sustainable development research on Educational Measurement doing is not perfect, the teaching design of experiments is not rich enough. Therefore, this paper on the regional geography teaching in senior high school education for sustainable development and education The study of design and research has only achieved some results. I hope that later people can make up for the above shortcomings, and design a teaching curriculum suitable for high school students to achieve regional sustainable development, so that students can get effective and sustainable development education.

【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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