本文選題：土地資源教育 + 地理教學(xué)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：在人口急劇增加、經(jīng)濟快速發(fā)展及新型城鎮(zhèn)化的大背景下,我國的土地資源安全受到極大威脅。我國處于經(jīng)濟高速發(fā)展的階段,各類資源的消耗較大,使得人均占有量本來就位居世界后列的土地資源及其后備資源的儲備量均急劇下降,土地資源的數(shù)量銳減,質(zhì)量急劇下降,生態(tài)嚴(yán)重破壞,土地資源安全岌岌可危,土地資源安全教育受到空前的重視。經(jīng)調(diào)查發(fā)現(xiàn),中學(xué)生的土地資源安全意識淡薄,土地資源安全教育欠缺,在我國現(xiàn)有的土地資源安全狀態(tài)下對現(xiàn)當(dāng)代的中學(xué)生進行土地資源安全教育是當(dāng)務(wù)之急。中學(xué)地理教學(xué)之所以能夠成為進行土地資源安全教育的主陣地是由地理學(xué)科的知識體系和學(xué)科性質(zhì)所決定的。以中學(xué)地理教學(xué)中土地資源安全教育作為本文的中心,結(jié)合國內(nèi)外土地資源安全現(xiàn)狀,聯(lián)系中學(xué)地理教學(xué)中土地資源安全教育狀況和本人教育實習(xí)期間的教學(xué)實踐中發(fā)現(xiàn)的問題,探析目前中學(xué)地理教學(xué)中土地資源安全教育中存在的不足、針對其中的不足提出相應(yīng)的對策,以奧蘇貝爾的有意義學(xué)習(xí)理論、布魯納的發(fā)現(xiàn)教學(xué)法以及地理新課程改革的相關(guān)教育理念為理論基礎(chǔ),建構(gòu)有效的教學(xué)模式及具體的教學(xué)實施方法。本文主要應(yīng)用了問卷調(diào)查法、文獻分析法和實踐探究法等方法,結(jié)合當(dāng)前土地資源教育的發(fā)展現(xiàn)狀及基本教育教學(xué)理論,分別對山東省濟寧市汶上縣博源雙語實驗學(xué)校的初、高中學(xué)生進行了地理教學(xué)中土地資源安全教育現(xiàn)狀調(diào)查與分析,并對中學(xué)地理中涉及土地資源安全教育的課程標(biāo)準(zhǔn)和中學(xué)地理教材中涉及到的土地資源安全問題進行案例分析,探析目前地理教學(xué)中普遍的土地資源教育方式、方法,并嘗試運用地理教學(xué)中的相關(guān)理論,設(shè)計教學(xué)案例進行實踐探究并作出教學(xué)評價反思。努力為中學(xué)地理教師的課堂教學(xué)提供一定的理論參考依據(jù)。通過教學(xué)實踐說明,地理教學(xué)中開展土地資源安全教育具有重要價值,中學(xué)地理教師應(yīng)該自覺加強自身土地資源安全知識、意識的學(xué)習(xí),采用多種教學(xué)模式相結(jié)合的方式,增加學(xué)生的土地資源安全知識,提升學(xué)生的土地資源安全意識,并樹立合理利用土地,節(jié)約用地,保護土地的正確價值觀,順應(yīng)世界主潮流,走可持續(xù)的發(fā)展道路。
[Abstract]:Under the background of rapid increase of population, rapid development of economy and new urbanization, the security of land resources in China is greatly threatened. Our country is in the stage of rapid economic development, the consumption of all kinds of resources is large, which makes the per capita amount of land resources and reserves of the reserve resources which are already in the last column of the world drop sharply, and the quantity of land resources decreases sharply. The quality drops sharply, the ecology is destroyed seriously, the land resources security is at stake, the land resources security education receives the unprecedented attention. Through the investigation, it is found that the consciousness of land resource security is weak and the education of land resource security is lacking. It is urgent to carry out land resource security education for middle school students in our country under the condition of present land resource security. The reason why geography teaching in middle school can become the main position of land resources security education is determined by the knowledge system and subject nature of geography. Taking the security education of land resources in geography teaching of middle school as the center of this paper, combining the present situation of land resources security at home and abroad, In connection with the situation of land resources safety education in geography teaching in middle school and the problems found in the teaching practice during my teaching practice, this paper probes into the shortcomings of land resources security education in geography teaching in middle schools at present. In view of the shortcomings, the corresponding countermeasures are put forward, which are based on Ausubel's meaningful learning theory, Bruner's discovery teaching method and the relevant educational ideas of the new geography curriculum reform. Construct effective teaching mode and concrete teaching implementation method. This paper mainly applies the methods of questionnaire, literature analysis and practice inquiry, combined with the current development of land resources education and basic education and teaching theory, respectively, to the beginning of Boyuan Bilingual Experimental School in Wenshang County, Jining City, Shandong Province. The present situation of land resources security education in geography teaching is investigated and analyzed, and a case study is made on the curriculum standards of land resources security education in middle school geography and the land resources security problems in geography teaching materials of middle schools. This paper probes into the general ways and methods of land resources education in geography teaching at present, and attempts to design teaching cases to carry out practical inquiry and make teaching evaluation and reflection by using the relevant theories in geography teaching. Try to provide a certain theoretical reference for the middle school geography teacher's classroom teaching. The teaching practice shows that it is of great value to carry out land resource safety education in geography teaching. Middle school geography teachers should consciously strengthen their own knowledge of land resources safety, study with consciousness, and adopt a combination of various teaching modes. To increase students' knowledge of land resources safety, to promote students' awareness of land resources safety, and to establish the correct values of rational use of land, save land, protect land, conform to the main trend of the world, and take the road of sustainable development.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.55

【參考文獻】

相關(guān)期刊論文 前10條

1 徐國慶;;基于學(xué)習(xí)分析的職業(yè)教育項目教學(xué)設(shè)計模型[J];職教論壇;2015年18期

2 張勁松;;高中地理教學(xué)中滲透環(huán)保意識教育探析[J];福建基礎(chǔ)教育研究;2015年05期

3 杜艷平;;水土保持措施對水資源與水環(huán)境的影響[J];北京農(nóng)業(yè);2015年12期

4 張瑞芳;;新課標(biāo)下中學(xué)地理課堂教學(xué)目標(biāo)設(shè)計策略探析[J];地理教學(xué);2014年16期

5 武興彩;任國榮;;在高中地理教學(xué)中深化土地資源意識教育[J];中學(xué)地理教學(xué)參考;2014年14期

6 何江;;“土地資源”教學(xué)設(shè)計(人教版)[J];地理教育;2013年10期

7 王傳武;;“土地資源”探究性活動設(shè)計[J];地理教育;2011年10期

8 黃萌;;地理教學(xué)中國情與愛國主義教育[J];才智;2011年20期

9 鐘華;;新課改視野下中學(xué)生地理素養(yǎng)的培養(yǎng)[J];中學(xué)課程輔導(dǎo)(江蘇教師);2011年05期

10 何慶華;;基于建構(gòu)主義理論的教師主導(dǎo)作用研究[J];保山學(xué)院學(xué)報;2011年01期

相關(guān)博士學(xué)位論文 前1條

1 王海鴻;基于糧食安全與能源安全的農(nóng)地利用理論研究[D];蘭州大學(xué);2009年

相關(guān)碩士學(xué)位論文 前3條

1 盧偉;地理新課程課堂教學(xué)評價的理論與實踐研究[D];河北師范大學(xué);2013年

2 于俐娜;地理新課程評價理念的體現(xiàn)策略[D];東北師范大學(xué);2004年

3 付穎;新課改中學(xué)生地理素養(yǎng)的培養(yǎng)問題研究[D];遼寧師范大學(xué);2007年

，

本文編號：2084616