【摘要】：地理規(guī)律是關(guān)于地理事物與地理現(xiàn)象在發(fā)展變化中的本質(zhì)聯(lián)系和必然趨勢。地理教材中,規(guī)律知識分布范圍十分廣泛。而在高中規(guī)律知識的學習中,學生時常會出現(xiàn)各種各樣的學習問題與障礙,導致學生學習思維混亂和迷茫。地理規(guī)律學習關(guān)乎地理學習的成敗。故本文站在學生角度,對高中地理規(guī)律學習障礙的研究,顯得十分必要。在借鑒前人研究成果的前提下,本文以地理學習理論、信息加工理論、多元智能與認知學習理論為基礎(chǔ),結(jié)合高中地理規(guī)律教學的實際情況,運用文獻分析、課堂觀察、問卷調(diào)查與邏輯分析等多種研究方法和手段,對高中生地理規(guī)律的學習障礙進行研究。以加涅信息加工理論為基礎(chǔ),把學習過程劃分為動機、理解、保持與應(yīng)用四個階段,依次對這四個階段出現(xiàn)的學習障礙進行歸因分析。通過對地理規(guī)律學習過程中動機、理解、保持和遷移四個階段學習障礙的歸因分析,發(fā)現(xiàn)學生在地理規(guī)律學習動機階段存在障礙主要由學習興趣較為缺乏、對地理規(guī)律畏懼心理嚴重、外部推動力不足和懶惰心理等因素造成;地理規(guī)律理解階段存在障礙主要是學生對初中地理知識儲備不足、學習習慣較差、學習能力較弱以及教師對規(guī)律教學策略的選用等原因?qū)е?地理規(guī)律保持階段存在障礙主要由于學生對記憶的排斥、記憶方法單一以及復習不及時等因素導致;地理規(guī)律遷移階段存在障礙主要與學習材料、認知結(jié)構(gòu)、學法指導、思維定式有著莫大的聯(lián)系。因本研究主要立足于教學過程中,故將其與原因進行整合,主要從教學活動兩大主體——教師和學生出發(fā),針對障礙的克服方法進行了探討。學生方面,主要從培養(yǎng)良好的學習習慣、克服懶惰、加強與生活經(jīng)驗的聯(lián)系、鍛煉分析問題與解決問題的能力等方面著手尋求克服障礙的方法。教師方面,首先要轉(zhuǎn)變過往態(tài)度,重視高中地理規(guī)律教學、調(diào)動學生內(nèi)驅(qū)力,激發(fā)學習興趣、合理安排教學,優(yōu)化課堂教學、講求科學教學方法、加強學法指導和重視情感教育角度出發(fā)探討幫助學生克服障礙的措施。
[Abstract]:The law of geography is about the essential relation and inevitable trend between geographical things and geographical phenomena in the course of development and change. In geography teaching material, the law knowledge distribution scope is very extensive. However, in the study of law knowledge in senior high school, students often appear various learning problems and obstacles, which leads to confusion and confusion of students' learning thinking. The study of geography law relates to the success or failure of geography study. Therefore, it is very necessary to study the study of high school geography law learning disability from the point of view of students. Based on the theory of geography learning, the theory of information processing, the theory of multiple intelligences and cognitive learning, and the actual situation of geography law teaching in senior high school, this paper makes use of literature analysis and classroom observation. Questionnaire and logic analysis are used to study the learning disability of geography law of senior high school students. On the basis of Gagne's information processing theory, the learning process is divided into four stages: motivation, understanding, maintenance and application, and the attribution analysis of learning disabilities in these four stages is carried out in turn. Based on the attribution analysis of learning obstacles in the four stages of learning motivation, understanding, maintenance and transfer, it is found that the main obstacle of students in the learning motivation stage of geography law is lack of learning interest. Serious fear of geographical laws, lack of external driving force and laziness; The obstacles in understanding geography law are mainly due to the lack of students' reserve of geography knowledge, poor learning habits, weak learning ability and teachers' choice of regular teaching strategies. The obstacles in the maintenance of geographical laws are mainly due to the students' rejection of memory, the single memory method and the lack of timely review. The obstacles in the phase of geographical law transfer are mainly related to learning materials, cognitive structure, learning method guidance and thinking pattern. Because this research is mainly based on the teaching process, it integrates with the reasons, mainly from the two main subjects of teaching activities, teachers and students, and discusses the ways to overcome the obstacles. In the aspect of students, we should try to find ways to overcome obstacles from the aspects of cultivating good study habits, overcoming laziness, strengthening the relationship with life experience, exercising the ability of analyzing and solving problems, and so on. As for teachers, first of all, they should change their past attitudes, attach importance to the teaching of geography laws in senior high schools, mobilize students' inner drive, stimulate their interest in learning, arrange teaching reasonably, optimize classroom teaching, and stress scientific teaching methods. From the angle of strengthening the guidance of learning methods and attaching importance to emotional education, the measures to help students overcome obstacles are discussed.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.55

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