【摘要】：區(qū)域認(rèn)知能力是中學(xué)生學(xué)習(xí)區(qū)域地理的前提和基本要求,是中學(xué)生地理學(xué)習(xí)能力的突出體現(xiàn)。提高高中生區(qū)域認(rèn)知能力對于培養(yǎng)學(xué)生地理核心素養(yǎng)、提高地理學(xué)習(xí)效率、提升地理教學(xué)質(zhì)量有著重要意義。本文采用文獻(xiàn)研究法、問卷調(diào)查法、課堂觀察法及案例分析法等研究方法,基于區(qū)域認(rèn)知能力評價方案,研究了高中生的區(qū)域認(rèn)知能力現(xiàn)狀及存在問題,提出了提高高中生區(qū)域認(rèn)知能力的策略。首先,按照區(qū)域地理認(rèn)知的內(nèi)容,將高中生區(qū)域認(rèn)知能力的結(jié)構(gòu)解析為:區(qū)域定位、區(qū)域信息加工、區(qū)域比較、區(qū)域聯(lián)系和區(qū)域規(guī)劃五種能力。以此為基礎(chǔ),建立了基準(zhǔn)性高中生區(qū)域認(rèn)知能力的評價方案。基于此評價方案,研究了當(dāng)前高中生區(qū)域認(rèn)知能力的發(fā)展現(xiàn)狀,得出以下結(jié)論:高中生的區(qū)域定位能力普遍較弱,且不同等級學(xué)校的學(xué)生之間能力差別較大、能力提升空間也存在差異;其次,高中生難以將獲取到的區(qū)域地理信息轉(zhuǎn)化為自己需要的內(nèi)容,在做題時體現(xiàn)尤為明顯;最后,高中生只善于比較常見的區(qū)域地理要素,難以系統(tǒng)的進(jìn)行區(qū)域比較。基于以上研究,提出了高中生區(qū)域認(rèn)知能力培養(yǎng)策略。本研究認(rèn)為,首先,改善中學(xué)教學(xué),促進(jìn)初高中地理課程銜接是基本途徑。在初中階段應(yīng)幫助學(xué)生成功構(gòu)建“腦中圖”,形成最基本的空間概念和空間思維能力;而高中階段應(yīng)幫助學(xué)生建立起新舊知識之間的橋梁,同時可以開發(fā)合適的校本課程或地理活動,在激發(fā)學(xué)生學(xué)習(xí)興趣的同時,兼顧初中地理與高中地理的銜接。其次,地理教師在平時的教學(xué)過程中所采用的有效教學(xué)方法與手段是關(guān)鍵途徑。如利用心理地圖訓(xùn)練空間想象,培養(yǎng)區(qū)域定位能力;指導(dǎo)學(xué)生讀圖技巧,鍛煉區(qū)域信息加工能力;結(jié)合生活案例教學(xué),加強(qiáng)區(qū)域的比較與聯(lián)系能力;鼓勵學(xué)生自主探究,應(yīng)用區(qū)域規(guī)劃能力等。最后,利用能力評價來激勵學(xué)生學(xué)習(xí)是有效途徑。本文所構(gòu)建的量表適合使用于教師和學(xué)生,以利于師生對區(qū)域地理課堂問題的檢驗(yàn)與反饋,促進(jìn)地理課堂的高效發(fā)展。
[Abstract]:Regional cognitive ability is the prerequisite and basic requirement for middle school students to study regional geography, and it is a prominent embodiment of geography learning ability of middle school students. It is of great significance to improve the regional cognitive ability of senior high school students in cultivating students' geography core accomplishment, improving geography learning efficiency and improving geography teaching quality. The present situation and problems of the regional cognitive ability of senior high school students are studied based on the regional cognitive ability evaluation methods, such as literature research, questionnaire survey, classroom observation and case analysis. The strategies to improve the regional cognitive ability of senior high school students are put forward. Firstly, according to the content of regional geography cognition, the structure of high school students' regional cognitive ability is divided into five types: regional positioning, regional information processing, regional comparison, regional connection and regional planning. Based on this, the evaluation scheme of regional cognitive ability of benchmark high school students is established. Based on the evaluation scheme, this paper studies the current situation of high school students' regional cognitive ability, and draws the following conclusions: the regional positioning ability of high school students is generally weak, and the students of different grades have different abilities. There are also differences in the ability improvement space; Secondly, it is difficult for senior high school students to transform the regional geographic information into the content they need, especially when they do the problem. Finally, the senior high school students are only good at comparing the common regional geographical elements, and it is difficult to systematically carry out the regional comparison. Based on the above research, this paper puts forward the strategy of cultivating high school students' regional cognitive ability. First of all, improving the middle school teaching and promoting the junior high school geography curriculum convergence is the basic approach. In junior middle school, students should be helped to construct "brain map" successfully and form the most basic spatial concept and spatial thinking ability. The senior middle school should help students to build up the bridge between the old and the new knowledge, at the same time, we can develop appropriate school-based curriculum or geography activities, which can stimulate students' interest in learning and give consideration to the connection between junior high school geography and senior high school geography. Secondly, the effective teaching methods and means used by geography teachers are the key approaches. Such as using mental map to train spatial imagination, cultivate regional positioning ability, guide students to read map skills, exercise regional information processing ability, combine life case teaching, strengthen the ability of regional comparison and connection; Encourage students to explore independently, apply regional planning ability and so on. Finally, it is an effective way to use ability evaluation to encourage students to learn. The scale constructed in this paper is suitable for teachers and students in order to help teachers and students to test and feedback regional geography classroom problems and to promote the efficient development of geography classroom.
【學(xué)位授予單位】：華中師范大學(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(xiàn)】

相關(guān)期刊論文 前10條

1 林培英;張冬梅;;漫談高中地理核心素養(yǎng)的提出[J];地理教育;2016年03期

2 鄧明紅;;構(gòu)建和培養(yǎng)高中生的地理核心素養(yǎng)[J];地理教學(xué);2015年23期

3 湯國榮;;論地理核心素養(yǎng)的內(nèi)涵與構(gòu)成[J];課程.教材.教法;2015年11期

4 葉先進(jìn);徐海龍;;課堂教學(xué)中地理核心素養(yǎng)的習(xí)得研究——以人教版“工業(yè)地域的形成”為例[J];中學(xué)地理教學(xué)參考;2015年19期

5 牛超;劉玉振;;試論地理核心素養(yǎng)的內(nèi)涵、特征及其培養(yǎng)策略[J];天津師范大學(xué)學(xué)報(bào)(基礎(chǔ)教育版);2015年04期

6 張連彬;;地理核心素養(yǎng)體系構(gòu)建的思考[J];中學(xué)地理教學(xué)參考;2015年09期

7 李家清;常珊珊;;核心素養(yǎng):深化地理課程改革的新指向[J];地理教育;2015年04期

8 張彥順;;區(qū)域地理教學(xué)三要素:圖解、體驗(yàn)和建構(gòu)[J];課程.教材.教法;2015年01期

9 趙宇晗;余林;;人格特質(zhì)與認(rèn)知能力的關(guān)系及其年齡差異[J];心理科學(xué)進(jìn)展;2014年12期

10 湯國榮;;基于主題探究的區(qū)域地理教學(xué)策略[J];地理教學(xué);2014年08期

相關(guān)博士學(xué)位論文 前3條

1 馮士季;認(rèn)知診斷視角的地理問題解決能力評價研究[D];華中師范大學(xué);2014年

2 徐志梅;中學(xué)生地理空間能力及其培養(yǎng)研究[D];東北師范大學(xué);2011年

3 王向東;中學(xué)區(qū)域地理的主題選擇、目標(biāo)構(gòu)建和教學(xué)策略研究[D];東北師范大學(xué);2008年

相關(guān)碩士學(xué)位論文 前7條

1 彭雙雙;上海高中地理教材對地理核心素養(yǎng)的體現(xiàn)及教師使用教材策略研究[D];華東師范大學(xué);2016年

2 閆立清;湘教版必修1地理的實(shí)驗(yàn)教學(xué)對學(xué)生認(rèn)知能力培養(yǎng)研究[D];內(nèi)蒙古師范大學(xué);2013年

3 胡超;基于教學(xué)過程分析的高中區(qū)域地理教學(xué)策略研究[D];華中師范大學(xué);2012年

4 于瑤;人教版初高中區(qū)域地理內(nèi)容銜接策略研究[D];東北師范大學(xué);2012年

5 段麗雅;魯教版高中“地理活動式課文”教學(xué)方法的研究[D];魯東大學(xué);2012年

6 陳寶亭;高中學(xué)生地圖能力培養(yǎng)的研究[D];西北師范大學(xué);2007年

7 胡艷;中學(xué)生的認(rèn)知策略、情感策略研究[D];廣西師范大學(xué);2007年

，

本文編號：2384018