發(fā)布時(shí)間：2018-11-16 11:20

【摘要】：教學(xué)過程,可以理解為由教師操縱影響學(xué)生的系統(tǒng),因此,教師教學(xué)邏輯的設(shè)計(jì)會(huì)影響學(xué)生對(duì)地理學(xué)科的態(tài)度,甚至?xí)绊憣W(xué)生地理思維能力的養(yǎng)成。然而對(duì)于教學(xué)邏輯的認(rèn)識(shí),很多教師是“耳熟”卻“不詳”的,且多數(shù)教師認(rèn)為教學(xué)邏輯就是教材邏輯,教學(xué)邏輯的設(shè)計(jì)缺乏創(chuàng)新性、籠統(tǒng)單一。隨著新課改的不斷深入,對(duì)學(xué)生地理思維能力的要求不斷提高,這需要教師以培養(yǎng)學(xué)生的思維能力為核心進(jìn)行教學(xué)邏輯設(shè)計(jì),滿足社會(huì)對(duì)多元化人才的需要,實(shí)現(xiàn)學(xué)生能力的提高和學(xué)生的可持續(xù)發(fā)展。本文主要研究的是基于地理教學(xué)邏輯培養(yǎng)高中生的地理思維能力,高中地理教材內(nèi)容豐富,不同部分內(nèi)容的學(xué)習(xí)會(huì)對(duì)應(yīng)培養(yǎng)學(xué)生不同的思維能力,本文探討了地理教師教學(xué)邏輯與學(xué)生思維能力培養(yǎng)之間的關(guān)系,并以培養(yǎng)學(xué)生的思維能力為核心為地理教學(xué)邏輯的設(shè)計(jì)提供了基本的思路和依據(jù),希望為一線的教師提供一點(diǎn)有關(guān)地理教學(xué)邏輯設(shè)計(jì)的幫助。論文主要分為五個(gè)部分:第一部分:引言。以當(dāng)前地理教學(xué)中存在的問題、教育改革的需要、適應(yīng)高考的需要、地理學(xué)科自身的特點(diǎn)、個(gè)人發(fā)展的需要為研究背景,闡述了論文的研究意義,介紹了國(guó)內(nèi)外地理教學(xué)邏輯和思維能力培養(yǎng)的研究進(jìn)展、研究?jī)?nèi)容、研究方法及研究創(chuàng)新點(diǎn)。第二部分:相關(guān)概念與相關(guān)理論。介紹了邏輯、教學(xué)邏輯、地理教學(xué)邏輯、思維、思維能力、地理思維能力的概念及論文涉及的相關(guān)理論。第三部分:基于地理教學(xué)邏輯的高中生思維能力培養(yǎng)現(xiàn)狀的調(diào)查與結(jié)果分析。設(shè)計(jì)教師問卷和教師訪談問題,選取調(diào)查對(duì)象和訪談對(duì)象,并對(duì)回收的問卷進(jìn)行整理,對(duì)教師訪談過程認(rèn)真做好訪談?dòng)涗?最終對(duì)調(diào)查問卷和訪談的結(jié)果進(jìn)行分析。第四部分:地理教學(xué)邏輯設(shè)計(jì)與高中生思維能力的培養(yǎng)。列舉了基于地理教學(xué)邏輯培養(yǎng)高中生思維能力的一些典型案例。第五部分:結(jié)論與展望�？偨Y(jié)地理教學(xué)邏輯設(shè)計(jì)的依據(jù)及策略,希望為一線地理教師的教學(xué)邏輯設(shè)計(jì)提供一點(diǎn)幫助。
[Abstract]:The teaching process can be understood as the system by which teachers manipulate and affect students. Therefore, the design of teachers' teaching logic will affect students' attitude towards geography, and even affect the formation of students' thinking ability of geography. However, for the understanding of teaching logic, many teachers are "familiar" but "unknown", and most teachers think that teaching logic is the logic of teaching materials, the design of teaching logic is lack of innovation, general and single. With the deepening of the new curriculum reform, the requirements of students' geographical thinking ability are constantly raised, which requires teachers to develop students' thinking ability as the core of teaching logic design, to meet the needs of the society for diverse talents. To achieve the improvement of students' ability and the sustainable development of students. The main research of this paper is to develop the geography thinking ability of senior high school students based on geography teaching logic. The content of geography teaching material in senior high school is rich, and the learning of different parts of the content will train different thinking ability of students. This paper probes into the relationship between the teaching logic of geography teachers and the cultivation of students' thinking ability, and provides a basic way of thinking and basis for the design of geography teaching logic, taking the cultivation of students' thinking ability as the core. Hope to provide a bit of help for teachers on the logical design of geography teaching. The paper is divided into five parts: the first part: introduction. Based on the problems existing in the current geography teaching, the need of educational reform, the need of adapting to the college entrance examination, the characteristics of the geography subject itself and the needs of individual development, this paper expounds the research significance of the thesis. This paper introduces the research progress, research contents, research methods and innovation points of the development of geography teaching logic and thinking ability at home and abroad. The second part: related concepts and related theories. This paper introduces the concepts of logic, teaching logic, geography teaching logic, thinking ability, geographical thinking ability and related theories. The third part: the investigation and result analysis of the current situation of high school students'thinking ability based on geography teaching logic. Design teacher questionnaire and teacher interview questions, select the survey object and interview object, and collect the recovered questionnaire, make the interview record carefully, and finally analyze the questionnaire and interview results. The fourth part: the logical design of geography teaching and the cultivation of high school students'thinking ability. Some typical cases of cultivating high school students' thinking ability based on geography teaching logic are listed. Part five: conclusion and prospect. This paper summarizes the basis and strategy of geography teaching logic design, hoping to provide some help for the teaching logic design of geography teachers.
【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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本文編號(hào)：2335376