本文選題：高中地理教學　切入點：地理綜合思維能力　出處：《聊城大學》2017年碩士論文　論文類型：學位論文

【摘要】：隨著國家“立德樹人”根本教育任務的提出,各學科開始注重凝練本學科核心素養(yǎng),厘清本學科對于學生成長和終身發(fā)展的獨特價值,地理教育者根據(jù)長期以來對高中地理學科屬性的共識,將地理學科核心素養(yǎng)提煉為人地協(xié)調觀、綜合思維、區(qū)域認知、地理實踐力四個方面。通過對地理核心素養(yǎng)之一綜合思維在高中地理教學中的培養(yǎng)進行深入研究,有利于地理核心素養(yǎng)培養(yǎng)體系的建構,促使學生形成適應終身發(fā)展和社會發(fā)展需要的必備品格和關鍵能力。本研究以系統(tǒng)思維理論、建構主義學習理論、認知學習理論為指導,采用文獻研究法、問卷調查法和課堂觀察法,對高中地理教學中綜合思維能力培養(yǎng)現(xiàn)狀進行分析,提出綜合思維能力培養(yǎng)的有效策略,加快推進地理課堂核心素養(yǎng)的落實。本研究主要分為六大部分:第一部分為緒論,介紹本研究的背景、目的、意義、國內外研究現(xiàn)狀以及研究方法。第二部分對地理綜合思維能力進行了全面概述。從思維、思維能力入手對地理綜合思維能力進行定義,從要素的綜合、地方的綜合、時空的綜合對地理綜合思維進行維度分析,簡單論述地理綜合思維的整體性、區(qū)域性、動態(tài)性三個特性。第三部分從全面提升學生地理學科核心能力和促進地理學科獨特價值的發(fā)揮兩大方面,論述地理綜合思維能力培養(yǎng)的必要性并確立理論依據(jù)。第四部分通過對問卷調查和課堂觀察所搜集和記錄數(shù)據(jù)的分析,從教師、學生兩個方面對當前高中地理教學中綜合思維能力培養(yǎng)現(xiàn)狀及存在的問題進行分析。第五部分從教師、學生兩個視角并結合學業(yè)質量評價提出了教學中綜合思維能力培養(yǎng)的策略,并以“自然環(huán)境的整體性”一節(jié)為例進行了教學設計。第六部分是本文的重要結論,同時指出存在的問題和未來研究的方向。
[Abstract]:With the putting forward of the basic educational task of "establishing a person by virtue", various disciplines begin to pay attention to the core accomplishment of the discipline, and clarify the unique value of the discipline for the students' growth and lifelong development. According to the consensus of geography subject attribute of senior high school for a long time, geography educator abstracts the core accomplishment of geography discipline into human-land coordination view, comprehensive thinking and regional cognition. Through the deep research on the cultivation of one of the core qualities of geography in geography teaching in senior high school, it is beneficial to the construction of the cultivation system of geography core literacy. This study is guided by systematic thinking theory, constructivism learning theory, cognitive learning theory and literature research. Based on questionnaire survey and classroom observation, this paper analyzes the present situation of the cultivation of comprehensive thinking ability in geography teaching in senior high school, and puts forward some effective strategies for the cultivation of comprehensive thinking ability. This research is divided into six parts: the first part is introduction, which introduces the background, purpose and significance of this study. The second part gives a comprehensive overview of the comprehensive thinking ability of geography. It defines the comprehensive thinking ability of geography from the perspective of thinking and thinking ability. The synthesis of time and space carries on the dimension analysis to the geography synthesis thought, simply discusses the geography synthesis thought the wholeness, the region, The third part is to improve the core competence of students' geography discipline and to promote the unique value of geography discipline in two aspects: the core competence of the students and the unique value of the geography discipline. This paper discusses the necessity of the cultivation of geographical comprehensive thinking ability and establishes the theoretical basis. Part 4th analyzes the data collected and recorded by questionnaire and classroom observation. This paper analyzes the current situation and existing problems of the cultivation of comprehensive thinking ability in high school geography teaching from two aspects of students. 5th part from the teachers, This paper puts forward the strategy of cultivating the comprehensive thinking ability in teaching from two angles of view and combining with the evaluation of academic quality, and takes the section of "Integrity of the Natural Environment" as an example to carry out the teaching design. Part 6th is the important conclusion of this paper. At the same time, the existing problems and the direction of future research are pointed out.
【學位授予單位】：聊城大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.55

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