本文選題：高中地理　切入點：地理圖像　出處：《山東師范大學》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)在高中地理教學中發(fā)揮著重要作用,圖像與文字結合,文圖并茂是地理教學的顯著特點。地理圖像教學對于培養(yǎng)學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。新課標和地理核心素養(yǎng)明確要求注重學生地圖技能的培養(yǎng)。雖然素質教育實行多年,但很多學校依然擺脫不了應試教育的束縛,表現(xiàn)在地理圖像教學上就是地理教師重地圖知識傳授,輕圖像素養(yǎng)培養(yǎng),甚至很多中學教師自身的地圖素養(yǎng)不高,不清楚如何實施地理圖像教學,無法制定出培養(yǎng)學生地圖技能清晰可行的目標。學校對地理這一學科不夠重視,缺乏地理圖像制圖和教學的軟硬件條件,無法為地理教師提供圖像教學的培訓方案。學生不僅對地理圖像缺乏應有的重視,也沒有形成相應的地圖技能。因此,現(xiàn)階段高中地理圖像教學有效性是地理教師應該關注的問題。本文主要利用文獻研究法、問卷調查法、訪談法和圖像分析法,進行地理圖像有效教學的研究,總結前人對高中地理圖像的分類方法和圖像有效教學的策略。利用文獻研究法,按地理圖像的作用和性質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)計圖、地理漫畫,又細分出16類地理圖像并運用此方法統(tǒng)計人教版必修教材的圖像數量,并分析教材圖像特點。高中地理必修1中地理圖像總數量為159幅,其中地圖12幅;地理景觀圖和地理示意圖數量最多,分別為63幅和69幅,地理統(tǒng)計圖為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量較多,分別為41幅、38幅和44幅,地理統(tǒng)計圖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)計圖數量較多,為33幅、41幅和31幅。根據對必修教材地理圖像的統(tǒng)計,分析每種地理圖像的數量與教材內容的關系。運用調查問卷法、訪談法對高中地理圖像教學現(xiàn)狀進行調查,統(tǒng)計調查結果,分析問題產生的原因,發(fā)現(xiàn)學生地理圖像低效的原因有三方面,第一,受應試教育的影響,不夠重視地理圖像學習;第二地理圖像學習方式不恰當;第三缺乏圖像學習興趣。教師圖像教學低效的原因有三個方面,第一教學觀念有待轉變;第二自身地理教學專業(yè)素養(yǎng)有待提高;第三沒有完善的地理圖像教學策略。教學評價方式和教學環(huán)境方面主要是缺乏完善的地理圖像教學評價方式和有利于圖像教學的外部環(huán)境。針對圖像教學中的問題提出有效教學的策略,分別從教師、學生和教學環(huán)境和媒介方面提出具體圖像教學對策,并設計相關教學案例詳細闡述地理圖像有效教學的程序和步驟,以期為現(xiàn)階段地理圖像教學有效性研究提供實踐支持。
[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.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.55

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