本文關(guān)鍵詞：中學(xué)地理位置知識(shí)教學(xué)方法探討　出處：《湖南師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 地理位置知識(shí) 教學(xué)方法 中學(xué)地理

【摘要】：地理位置知識(shí)是中學(xué)地理知識(shí)極其重要的組成部分。掌握地理位置知識(shí),有利于學(xué)生建立空間思維,形成正確的空間觀念；同時(shí)關(guān)乎學(xué)生學(xué)生地理學(xué)習(xí)和地理問題解決效率。在教學(xué)過程中,恰當(dāng)?shù)慕虒W(xué)方法和教學(xué)手段可以使教學(xué)效果事半功倍。因此,根據(jù)不同類別的地理位置知識(shí),選取恰當(dāng)教學(xué)方法十分必要。地理位置知識(shí)教學(xué)方法研究與探討是一項(xiàng)具有重要理論與實(shí)踐價(jià)值的研究課題。本文通過問卷調(diào)查,分析了當(dāng)前中學(xué)地理位置知識(shí)教學(xué)現(xiàn)狀；并根據(jù)常用的地理位置知識(shí)教學(xué)方法的特點(diǎn),結(jié)合各類地理位置知識(shí)案例探討了地理位置知識(shí)教學(xué)方法的選取與應(yīng)用。全文由緒論、正文、結(jié)論三部分組成。緒論部分,首先分析了本文研究背景,明確了本文研究的理論意義和實(shí)踐意義； 然后,結(jié)相關(guān)文獻(xiàn)資料分析了中學(xué)地理位置知識(shí)教學(xué)方法研究現(xiàn)狀；最后,指出研究方法。正文包括地理位置知識(shí)概述、中學(xué)地理位置知識(shí)教學(xué)現(xiàn)狀、中學(xué)地理位置知識(shí)教學(xué)方法以及案例3大部分組成。地理位置知識(shí)概述部分,首先述及了地理位置知識(shí)分類,然后分析了課程標(biāo)準(zhǔn)地理位置知識(shí)內(nèi)容及要求,歸納了中學(xué)地理位置知識(shí)內(nèi)容。中學(xué)地理位置知識(shí)教學(xué)現(xiàn)狀部分,根據(jù)問卷調(diào)查結(jié)果分析了當(dāng)前中學(xué)地理位置知識(shí)教學(xué)現(xiàn)狀。中學(xué)地理位置知識(shí)教學(xué)方法以及案例部分,根據(jù)不同教學(xué)特點(diǎn),結(jié)合不同類別地理位置知識(shí)案例,探討了地理位置知識(shí)教學(xué)方法選取以及應(yīng)用。結(jié)論和展望部分,總結(jié)并提煉了正文部分結(jié)論,并指出研究不足。
[Abstract]:Geographical position knowledge is an extremely important part of middle school geography knowledge. Mastering geographical position knowledge is helpful for students to establish spatial thinking and form correct spatial concept. At the same time, it relates to the students' geography learning and the efficiency of solving geography problems. In the teaching process, the appropriate teaching methods and teaching means can make the teaching effect double with half the effort. Therefore, according to different types of geographical knowledge. It is necessary to select appropriate teaching methods. The research and exploration of geographical location knowledge teaching methods is an important theoretical and practical research topic. The present situation of geography position knowledge teaching in middle school is analyzed. According to the characteristics of common teaching methods of geographical location knowledge, this paper discusses the selection and application of geographical location knowledge teaching methods combined with various geographical location knowledge cases. The conclusion is composed of three parts. In the introduction part, the background of this paper is analyzed, and the theoretical and practical significance of this study is clarified. Then, the paper analyzes the present situation of the teaching method of geographical position knowledge in middle school. At last, the author points out the research method. The text includes the summary of geographical position knowledge, the present situation of geography position knowledge teaching in middle school, the teaching method of middle school geographical position knowledge and the part of case 3. This paper first discusses the classification of geographical position knowledge, then analyzes the content and requirements of curriculum standard geographical position knowledge, and sums up the content of geographical position knowledge in middle school and the present situation of geographical location knowledge teaching in middle school. According to the results of the questionnaire survey, this paper analyzes the current situation of geographical location knowledge teaching in middle schools, the teaching methods and case studies of geographical location knowledge in middle schools. According to the different teaching characteristics, combined with different types of geographical location knowledge cases. This paper probes into the selection and application of the teaching methods of geographical location knowledge, the conclusions and prospects, summarizes and abstracts the conclusions of the text, and points out the insufficiency of the research.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.55

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