中學(xué)地理教學(xué)中的地名教學(xué)策略研究
發(fā)布時間：2018-07-13 09:49
【摘要】：隨著時代的發(fā)展,當(dāng)今社會要求國民能對人口、資源、環(huán)境的和諧發(fā)展有著科學(xué)地認識,并能在實踐過程中逐步樹立起可持續(xù)發(fā)展的理念,鑒于地理學(xué)是一門重點研究地理環(huán)境及人地關(guān)系的學(xué)科,因此地理教育在提升當(dāng)代人綜合素質(zhì)方面就具有了獨特而重要的作用。作為地理學(xué)科基本組成部分的地名,由于在其形成發(fā)展過程中,綜合了各地自然環(huán)境、社會經(jīng)濟及人地關(guān)系等方面的特性,因此加強中學(xué)地理課堂中地名知識的講解,可以充分發(fā)揮地理學(xué)科的教育價值,訓(xùn)練和提高學(xué)生更好成為現(xiàn)代國民的綜合能力,為學(xué)生日后順利踏入社會奠定堅實基礎(chǔ)。但在如今的地理課堂中,地名教學(xué)已被教師置于不受重視的境地,雖然會強調(diào)學(xué)生記憶地名,但多是當(dāng)做學(xué)習(xí)其他地理知識的附屬,沒有將地名知識融入到所學(xué)內(nèi)容中去,致使學(xué)生不能真正理解地名涵義而淪為機械背誦地名,這不僅埋沒了地名教學(xué)在提高學(xué)生綜合素養(yǎng)方面的價值,同時也制約了地理教育的進一步發(fā)展。因此,加強對中學(xué)地理地名教學(xué)的重視,進而將地名知識有效、合理地貫穿到地理課堂中去,對提高地理教學(xué)質(zhì)量顯得極為重要。鑒于此,本文以當(dāng)前中學(xué)地理教學(xué)中存在的地名教學(xué)問題為切入點,旨在通過深入的剖析與探究,為提高教師地名教學(xué)質(zhì)量,充分發(fā)揮地名教學(xué)價值提供切實可行的理論指導(dǎo)。文章在綜合文獻法、調(diào)查法、訪談法等方法的基礎(chǔ)上完成,通過查閱資料,初步了解目前國內(nèi)外關(guān)于地名教學(xué)問題的研究尚處于初期階段,還沒有形成完整的研究框架和研究體系,因而本文從這一現(xiàn)狀入手,結(jié)合建構(gòu)主義學(xué)習(xí)理論、有意義學(xué)習(xí)理論以及人本主義學(xué)習(xí)理論等相關(guān)理論的指導(dǎo),有針對性的展開對地理課堂中地名教學(xué)的現(xiàn)狀調(diào)查。調(diào)查發(fā)現(xiàn),目前中學(xué)地理教學(xué)中,地名教學(xué)總體上不受重視,究其原因既與教師對地名的教學(xué)意識、教學(xué)策略、教學(xué)能力等方面有關(guān),也與學(xué)生自身對地名學(xué)習(xí)的積極性、準備性等方面有關(guān)。此外,根深蒂固的應(yīng)試教育和家長對學(xué)生學(xué)習(xí)的態(tài)度也是影響地理課堂中地名教學(xué)的重要外部因素。針對地理教學(xué)中地名教學(xué)的問題,本文提出了實施地名教學(xué)的相關(guān)策略:對教師而言,要重視地理地名教學(xué),提高地名教學(xué)意識,通過創(chuàng)設(shè)一定的地名教學(xué)情景,運用合適的地名教學(xué)技巧,加深學(xué)生對地名的理解掌握;對學(xué)生來說,日常生活中要加強對地名知識的儲備,并采取一定的地名學(xué)習(xí)策略識記相關(guān)地名;同時,為了更好的指導(dǎo)教師的教與學(xué)生的學(xué),針對地名教學(xué)評價提出了相關(guān)見解;最后,對社會環(huán)境而言,要為地名學(xué)習(xí)創(chuàng)造合適的氛圍,同時要合理的編排教材中的地名,當(dāng)然,更重要的是要不遺余力的加強對地名課程資源的開發(fā),以供教師和學(xué)生的選擇。
[Abstract]:With the development of the times, people are required to have a scientific understanding of the harmonious development of population, resources and environment, and can gradually establish the concept of sustainable development in the process of practice. Geography is a discipline which focuses on the study of geographical environment and man-land relationship, so geography education plays a unique and important role in improving the comprehensive quality of contemporary people. As a basic part of the geography discipline, the geographical names have integrated the characteristics of the natural environment, social economy and man-land relations in the process of their formation and development, so they strengthen the explanation of geographical names knowledge in the middle school geography classroom. It can give full play to the educational value of geography, train and improve the students' comprehensive ability to become a modern nation, and lay a solid foundation for the students to step into the society smoothly. However, in today's geography classroom, the teaching of geographical names has been neglected by teachers. Although it emphasizes students' memory of geographical names, it is often regarded as a subsidiary to learning other geographical knowledge and does not incorporate toponymic knowledge into the contents of what they have learned. As a result, students can not really understand the meaning of place names and become mechanical recitation of place names, which not only bury the value of place name teaching in improving students' comprehensive literacy, but also restrict the further development of geography education. Therefore, it is very important for improving the quality of geography teaching to pay more attention to the teaching of geographical place names in middle school, and then to effectively and reasonably penetrate the knowledge of geographical names into the geography classroom. In view of this, this article regards the geographical names teaching problem existing in the geography teaching of the middle school as the breakthrough point, aims at providing practical theoretical guidance for improving the teaching quality of the teachers' place names and giving full play to the value of the teaching of the place names through in-depth analysis and exploration. On the basis of comprehensive literature method, investigation method, interview method and so on, this paper, through consulting data, preliminarily understands that the research on toponymic teaching at home and abroad is still in its infancy. There has not been a complete research framework and research system, so this paper starts with this situation, combining with constructivism learning theory, meaningful learning theory and humanism learning theory and other related theories. The current situation of geographical name teaching in geography classroom is investigated. It is found that in the geography teaching of middle school, the teaching of place names is not paid much attention to. The reasons are not only related to the teachers' teaching consciousness, teaching strategy and teaching ability, but also to the enthusiasm of the students themselves in the study of place names. Relating to preparation, etc. In addition, deep-rooted examination-oriented education and parents' attitude towards students' learning are also important external factors that affect the teaching of geographical names in geography classroom. In view of the problems in the teaching of geographical names in geography teaching, this paper puts forward some relevant strategies for the implementation of the teaching of geographical names: for teachers, we should pay attention to the teaching of geographical names, improve the awareness of teaching of geographical names, and create a certain teaching situation of geographical names. In order to deepen students' understanding and mastery of geographical names by using appropriate teaching techniques of geographical names, students should strengthen their reserves of knowledge of geographical names in their daily life, and adopt a certain strategy of learning place names to memorize relevant place names; at the same time, In order to better guide teachers' teaching and students' learning, this paper puts forward some relevant opinions on the teaching evaluation of geographical names. Finally, for the social environment, it is necessary to create a suitable atmosphere for the study of place names, and at the same time, to reasonably arrange the place names in textbooks, of course, More importantly, we should spare no effort to strengthen the development of toponymic curriculum resources for teachers and students to choose.
【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
本文編號：2118959
[Abstract]:With the development of the times, people are required to have a scientific understanding of the harmonious development of population, resources and environment, and can gradually establish the concept of sustainable development in the process of practice. Geography is a discipline which focuses on the study of geographical environment and man-land relationship, so geography education plays a unique and important role in improving the comprehensive quality of contemporary people. As a basic part of the geography discipline, the geographical names have integrated the characteristics of the natural environment, social economy and man-land relations in the process of their formation and development, so they strengthen the explanation of geographical names knowledge in the middle school geography classroom. It can give full play to the educational value of geography, train and improve the students' comprehensive ability to become a modern nation, and lay a solid foundation for the students to step into the society smoothly. However, in today's geography classroom, the teaching of geographical names has been neglected by teachers. Although it emphasizes students' memory of geographical names, it is often regarded as a subsidiary to learning other geographical knowledge and does not incorporate toponymic knowledge into the contents of what they have learned. As a result, students can not really understand the meaning of place names and become mechanical recitation of place names, which not only bury the value of place name teaching in improving students' comprehensive literacy, but also restrict the further development of geography education. Therefore, it is very important for improving the quality of geography teaching to pay more attention to the teaching of geographical place names in middle school, and then to effectively and reasonably penetrate the knowledge of geographical names into the geography classroom. In view of this, this article regards the geographical names teaching problem existing in the geography teaching of the middle school as the breakthrough point, aims at providing practical theoretical guidance for improving the teaching quality of the teachers' place names and giving full play to the value of the teaching of the place names through in-depth analysis and exploration. On the basis of comprehensive literature method, investigation method, interview method and so on, this paper, through consulting data, preliminarily understands that the research on toponymic teaching at home and abroad is still in its infancy. There has not been a complete research framework and research system, so this paper starts with this situation, combining with constructivism learning theory, meaningful learning theory and humanism learning theory and other related theories. The current situation of geographical name teaching in geography classroom is investigated. It is found that in the geography teaching of middle school, the teaching of place names is not paid much attention to. The reasons are not only related to the teachers' teaching consciousness, teaching strategy and teaching ability, but also to the enthusiasm of the students themselves in the study of place names. Relating to preparation, etc. In addition, deep-rooted examination-oriented education and parents' attitude towards students' learning are also important external factors that affect the teaching of geographical names in geography classroom. In view of the problems in the teaching of geographical names in geography teaching, this paper puts forward some relevant strategies for the implementation of the teaching of geographical names: for teachers, we should pay attention to the teaching of geographical names, improve the awareness of teaching of geographical names, and create a certain teaching situation of geographical names. In order to deepen students' understanding and mastery of geographical names by using appropriate teaching techniques of geographical names, students should strengthen their reserves of knowledge of geographical names in their daily life, and adopt a certain strategy of learning place names to memorize relevant place names; at the same time, In order to better guide teachers' teaching and students' learning, this paper puts forward some relevant opinions on the teaching evaluation of geographical names. Finally, for the social environment, it is necessary to create a suitable atmosphere for the study of place names, and at the same time, to reasonably arrange the place names in textbooks, of course, More importantly, we should spare no effort to strengthen the development of toponymic curriculum resources for teachers and students to choose.
【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
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