本文選題：高中地理　切入點(diǎn)：地理圖像　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：作為地理教材三大系統(tǒng)之一的圖像系統(tǒng)在高中地理教學(xué)中發(fā)揮著重要作用,圖像與文字結(jié)合,文圖并茂是地理教學(xué)的顯著特點(diǎn)。地理圖像教學(xué)對(duì)于培養(yǎng)學(xué)生的地理空間想象力、邏輯思維能力、空間地理要素綜合分析能力有著重要意義。新課標(biāo)和地理核心素養(yǎng)明確要求注重學(xué)生地圖技能的培養(yǎng)。雖然素質(zhì)教育實(shí)行多年,但很多學(xué)校依然擺脫不了應(yīng)試教育的束縛,表現(xiàn)在地理圖像教學(xué)上就是地理教師重地圖知識(shí)傳授,輕圖像素養(yǎng)培養(yǎng),甚至很多中學(xué)教師自身的地圖素養(yǎng)不高,不清楚如何實(shí)施地理圖像教學(xué),無法制定出培養(yǎng)學(xué)生地圖技能清晰可行的目標(biāo)。學(xué)校對(duì)地理這一學(xué)科不夠重視,缺乏地理圖像制圖和教學(xué)的軟硬件條件,無法為地理教師提供圖像教學(xué)的培訓(xùn)方案。學(xué)生不僅對(duì)地理圖像缺乏應(yīng)有的重視,也沒有形成相應(yīng)的地圖技能。因此,現(xiàn)階段高中地理圖像教學(xué)有效性是地理教師應(yīng)該關(guān)注的問題。本文主要利用文獻(xiàn)研究法、問卷調(diào)查法、訪談法和圖像分析法,進(jìn)行地理圖像有效教學(xué)的研究,總結(jié)前人對(duì)高中地理圖像的分類方法和圖像有效教學(xué)的策略。利用文獻(xiàn)研究法,按地理圖像的作用和性質(zhì)將人教版教材中地理圖像分為五大類,分別為地圖、地理示意圖、地理景觀圖、地理統(tǒng)計(jì)圖、地理漫畫,又細(xì)分出16類地理圖像并運(yùn)用此方法統(tǒng)計(jì)人教版必修教材的圖像數(shù)量,并分析教材圖像特點(diǎn)。高中地理必修1中地理圖像總數(shù)量為159幅,其中地圖12幅;地理景觀圖和地理示意圖數(shù)量最多,分別為63幅和69幅,地理統(tǒng)計(jì)圖為15幅,沒有地理漫畫。必修2共有地理圖像155幅,其中地圖、地理景觀圖和地理示意圖數(shù)量較多,分別為41幅、38幅和44幅,地理統(tǒng)計(jì)圖24幅,地理漫畫8幅。必修3共有地理圖像128幅,其中地理景觀圖、地理示意圖和地理統(tǒng)計(jì)圖數(shù)量較多,為33幅、41幅和31幅。根據(jù)對(duì)必修教材地理圖像的統(tǒng)計(jì),分析每種地理圖像的數(shù)量與教材內(nèi)容的關(guān)系。運(yùn)用調(diào)查問卷法、訪談法對(duì)高中地理圖像教學(xué)現(xiàn)狀進(jìn)行調(diào)查,統(tǒng)計(jì)調(diào)查結(jié)果,分析問題產(chǎn)生的原因,發(fā)現(xiàn)學(xué)生地理圖像低效的原因有三方面,第一,受應(yīng)試教育的影響,不夠重視地理圖像學(xué)習(xí);第二地理圖像學(xué)習(xí)方式不恰當(dāng);第三缺乏圖像學(xué)習(xí)興趣。教師圖像教學(xué)低效的原因有三個(gè)方面,第一教學(xué)觀念有待轉(zhuǎn)變;第二自身地理教學(xué)專業(yè)素養(yǎng)有待提高;第三沒有完善的地理圖像教學(xué)策略。教學(xué)評(píng)價(jià)方式和教學(xué)環(huán)境方面主要是缺乏完善的地理圖像教學(xué)評(píng)價(jià)方式和有利于圖像教學(xué)的外部環(huán)境。針對(duì)圖像教學(xué)中的問題提出有效教學(xué)的策略,分別從教師、學(xué)生和教學(xué)環(huán)境和媒介方面提出具體圖像教學(xué)對(duì)策,并設(shè)計(jì)相關(guān)教學(xué)案例詳細(xì)闡述地理圖像有效教學(xué)的程序和步驟,以期為現(xiàn)階段地理圖像教學(xué)有效性研究提供實(shí)踐支持。
[Abstract]:As one of the three systems of geography teaching materials, image system plays an important role in geography teaching in senior high school.The teaching of geographical image is of great significance to cultivate students' ability of spatial imagination, logical thinking and comprehensive analysis of spatial geographical elements.The new curriculum standard and geography core accomplishment clearly request to pay attention to the cultivation of students' map skills.Although quality education has been practiced for many years, many schools are still unable to get rid of the shackles of examination-oriented education, which is manifested in the fact that geography teachers pay more attention to the teaching of map knowledge than to the cultivation of image literacy.Even many middle school teachers' map literacy is not high, they do not know how to carry out the geography image teaching, can not set out the clear and feasible goal of cultivating students' map skills.The school does not pay enough attention to the subject of geography, lacks the software and hardware conditions of geography image mapping and teaching, and can not provide the training scheme of image teaching for geography teachers.Students not only lack due attention to geographical images, but also do not form the corresponding map skills.Therefore, the current high school geography image teaching effectiveness is the geography teacher should pay attention to.In this paper, the methods of literature research, questionnaire survey, interview and image analysis are used to study the effective teaching of geographical images, and the classification methods and the strategies of image effective teaching are summarized.In this paper, according to the function and nature of geographical image, the author divides the geographical image into five categories, which are map, geographical schematic map, geographical landscape map, geographical statistical map, geographical cartoon, and so on, according to the function and nature of geographical image.It also subdivides 16 kinds of geographical images and uses this method to calculate the number of images of the required textbooks and to analyze the characteristics of the images in the textbooks.The total number of geographical images in the compulsory high school geography course 1 is 159, among which 12 maps, 63 geographical landscape maps and 69 geographical maps, 15 geographic statistical maps, no geographic cartoon.There are 155 geographical images in compulsory 2, of which the number of maps, geographical landscape maps and geographical maps are more, which are 41 / 38 and 44 respectively, 24 geographical statistical diagrams and 8 geographical cartoons.There are 128 geographical images in compulsory 3. Among them, there are more geographical landscape maps, geographical schematic maps and geographical statistical maps, with 33 geographical maps, 41 images and 31 maps.According to the statistics of geography images in compulsory textbooks, the relationship between the quantity of each kind of geographical images and the content of textbooks is analyzed.The present situation of geography image teaching in senior high school is investigated by questionnaire and interview. The results of statistical investigation and the analysis of the causes of the problems are analyzed. The reasons for the low efficiency of students' geographical images are found in three aspects: first, influenced by examination-oriented education,Insufficient attention is paid to geographic image learning; the second is not appropriate; and the third is lack of interest in image learning.There are three reasons for the low efficiency of teachers' image teaching: the first teaching concept needs to be changed; the second, the professional accomplishment of geography teaching needs to be improved; and the third, there is no perfect geography image teaching strategy.The teaching evaluation method and teaching environment are mainly lack of perfect geographical image teaching evaluation method and favorable external environment for image teaching.Aiming at the problems in image teaching, this paper puts forward effective teaching strategies, puts forward specific image teaching countermeasures from teachers, students, teaching environment and media, and designs relevant teaching cases to elaborate the procedures and steps of effective teaching of geographical images in detail.In order to provide practical support for the study of geography image teaching effectiveness.
【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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