本文選題：初中地理　切入點(diǎn)：高中地理　出處：《華中師范大學(xué)》2014年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：在新課程背景下,新頒布的《義務(wù)教育地理課程標(biāo)準(zhǔn)》(2011年版),與隨著教學(xué)科研水平不斷提升而提高,一直都作為重要領(lǐng)域在高中地理教學(xué)中,初高中的地理教學(xué)在相接處存在新的特點(diǎn),本課題針對(duì)這一領(lǐng)域在廣泛收集資料的前提下進(jìn)行一些探索性研究。 本論文在新課程改革的背景下,研究實(shí)踐初高中銜接,主要采取文獻(xiàn)研究法、調(diào)查法、訪談法綜合分析法、案例研究法等方法進(jìn)行研究分析。 本文將從中學(xué)地理教學(xué)實(shí)踐的角度出發(fā),從三維目標(biāo)的銜接、教學(xué)內(nèi)容的銜接、教學(xué)方式銜接等多方面入手,進(jìn)一步加深研究力度,在一定的程度上提供一定的信息來(lái)改善和發(fā)展中學(xué)地理的教學(xué),或者引發(fā)一些這方面研究的爭(zhēng)論,以此不斷進(jìn)行深入的研究。 通過(guò)研究分析初高中地理教學(xué)設(shè)計(jì)和課堂教學(xué)的銜接狀況,對(duì)比初高中地理課程標(biāo)準(zhǔn),找到具體的銜接措施。這樣能夠讓兩個(gè)原本相對(duì)封閉獨(dú)立的初中和高中系統(tǒng),進(jìn)行有效地溝通、連接和配合,幫助學(xué)生盡快適應(yīng)高中的學(xué)習(xí)。 第一、二部分,針對(duì)初中和高中地理課程銜接進(jìn)行了現(xiàn)狀研究,概念的界定,從各方面探索研究了銜接教學(xué)的理論基礎(chǔ),如：系統(tǒng)理論、認(rèn)知主義理論、結(jié)構(gòu)主義理論及地理教學(xué)論等方面。 第三部分,對(duì)初中和高中地理的教學(xué)現(xiàn)狀進(jìn)行分析,從地理教學(xué)設(shè)計(jì)的現(xiàn)狀分析入手,從課堂教學(xué)的現(xiàn)狀的教學(xué)目標(biāo)、教學(xué)內(nèi)容和教學(xué)方法進(jìn)行分析。 第四部分,分析研究初高中地理教學(xué)銜接的內(nèi)容,從地理課程標(biāo)準(zhǔn)要求、教學(xué)內(nèi)容和地理教學(xué)方法三方面進(jìn)行比較。 第五部分,介紹了初高中地理教學(xué)銜接的原則和策略。銜接要遵循系統(tǒng)整體、課標(biāo)本位、循序漸進(jìn)和實(shí)用的原則。銜接的策略包括幾個(gè)方面,例如基本理念、課程目標(biāo)、教學(xué)內(nèi)容和教學(xué)方法。最后把這運(yùn)用到實(shí)際教學(xué)中,用教學(xué)案例進(jìn)行實(shí)證。 第六部分是本文的總結(jié),指出了本研究的不足和對(duì)本課題的展望。
[Abstract]:Under the background of the new curriculum, the newly promulgated Geography Curriculum Standard of compulsory Education (2011 edition), with the improvement of the level of teaching and scientific research, has always been an important field in geography teaching in senior high school. There are some new features in geography teaching in middle and high schools. This paper carries out some exploratory research on this field under the premise of collecting extensive data. Under the background of the new curriculum reform, this paper mainly adopts the literature research method, the investigation method, the interview comprehensive analysis method, the case study method and so on. From the angle of geography teaching practice in middle school, this paper will further deepen the research from the following aspects: the connection of three-dimensional goal, the cohesion of teaching content, the cohesion of teaching method, etc. To a certain extent, to provide certain information to improve and develop the teaching of geography in middle schools, or to trigger some controversy in this area, so as to continuously carry out in-depth research. By studying and analyzing the connection between geography teaching design and classroom teaching in junior high school, comparing the curriculum standards of geography in middle and high schools, we can find concrete measures to link up. In this way, we can make two junior high school and high school systems that are relatively closed and independent. Communicate, connect and cooperate effectively to help students adapt to high school as soon as possible. The first and second parts, in view of the junior high school and the senior high school geography curriculum connection has carried on the present situation research, the concept definition, has explored from each aspect has studied the link teaching theory foundation, for example: the system theory, the cognition doctrine theory, Structuralism theory and geography teaching theory and so on. The third part analyzes the present situation of geography teaching in junior high school and senior high school, starting with the analysis of the present situation of geography teaching design, and analyzing the teaching objectives, teaching contents and teaching methods of the present situation of classroom teaching. Part 4th analyzes and studies the contents of geography teaching cohesion in middle and high schools and compares them from three aspects: the requirements of geography curriculum standards, the teaching contents and the geography teaching methods. Part 5th introduces the principles and strategies of geography teaching cohesion in middle and high schools. Cohesion should follow the system as a whole, curriculum standard standard, gradual and practical principles. The strategy of cohesion includes several aspects, such as basic concepts, curriculum objectives, and so on. Teaching content and teaching methods. Finally, this is applied to the actual teaching, using teaching cases for empirical. Part 6th is a summary of this paper, pointing out the shortcomings of this study and the prospect of this topic.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G633.55

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