【摘要】：依據(jù)地理課程標(biāo)準(zhǔn)的要求,在教學(xué)中著力培養(yǎng)學(xué)生的遷移能力,不僅可以保證學(xué)生的高效學(xué)習(xí),更為學(xué)生解決錯(cuò)綜的情境問(wèn)題創(chuàng)造了可能性。相比社會(huì)科學(xué)中克里斯塔勒所提出的區(qū)域分析概念,本文所述的“區(qū)域分析”與之既有區(qū)別又有聯(lián)系;既包含對(duì)相關(guān)理論的學(xué)習(xí),又包括對(duì)理論的遷移運(yùn)用。在地理學(xué)科教學(xué)中,區(qū)域分析的知識(shí)內(nèi)容主要分布在必修三模塊,相關(guān)內(nèi)容不僅是對(duì)前兩冊(cè)教材知識(shí)的融合、提煉,又包含對(duì)基本原理和基礎(chǔ)知識(shí)的提升。因此,在實(shí)際教學(xué)過(guò)程中,教師既要幫助學(xué)生學(xué)會(huì)知識(shí),又要啟發(fā)學(xué)生學(xué)會(huì)學(xué)習(xí);既要幫助學(xué)生打下扎實(shí)的知識(shí)基礎(chǔ),又要培養(yǎng)學(xué)生運(yùn)用知識(shí)的能力。依托于區(qū)域背景信息的地理知識(shí)內(nèi)容,是科學(xué)知識(shí)與現(xiàn)實(shí)生活的有效融合,是學(xué)生知識(shí)學(xué)習(xí)的重難點(diǎn),并且正逐漸成為學(xué)生能力考查的主要內(nèi)容。區(qū)域分析在地理學(xué)科中涉及的知識(shí)內(nèi)容繁雜,結(jié)合廣泛的現(xiàn)實(shí)情境分析時(shí)更是會(huì)增加問(wèn)題的難度。新課改的潮流更加關(guān)注教學(xué)過(guò)程中學(xué)生的全面發(fā)展,因此要求師生雙方的交流不應(yīng)局限于知識(shí)傳授,還應(yīng)該滲透科學(xué)的世界觀和方法論,同時(shí)以積極的情感態(tài)度感染學(xué)生。當(dāng)今的課堂教學(xué),尤其是針對(duì)綜合性、區(qū)域性、情境性的問(wèn)題,不僅要考慮靈活、因材施教的教學(xué)方式,還應(yīng)該在學(xué)生的學(xué)習(xí)思路中融入諸如“自主”、“元認(rèn)知”、“有意義”等新穎的學(xué)習(xí)理念。在教學(xué)活動(dòng)中,教師和學(xué)生都是能動(dòng)的有機(jī)體,在內(nèi)容靈活的課程單元中,更加應(yīng)該變通教學(xué)與學(xué)習(xí)的作用模式,在不斷反思和不斷修正中提升師生素養(yǎng)。為了有效發(fā)揮師生關(guān)系的協(xié)作力量,作為有效提升學(xué)生在區(qū)域分析模塊中遷移能力的研究,筆者探索了貼切現(xiàn)實(shí)的教、學(xué)模式。教師工作除了基本的教學(xué)任務(wù),還突出了對(duì)學(xué)生的個(gè)性特征和發(fā)展需求的關(guān)注;學(xué)生學(xué)習(xí)則不僅要有效地汲取知識(shí),還要有改善內(nèi)化知識(shí)、運(yùn)用知識(shí)的意識(shí)。本文結(jié)合了經(jīng)典和現(xiàn)代遷移理論中的諸多觀點(diǎn),在對(duì)相關(guān)理論的歸納總結(jié)后,力爭(zhēng)探索出既適應(yīng)當(dāng)下的課堂教學(xué),又能有效提升學(xué)生學(xué)習(xí)能力的遷移策略。結(jié)合教育心理學(xué)、普通心理學(xué)以及青少年發(fā)展心理學(xué)中的相關(guān)研究成果,更具針對(duì)性把握了高中生在知識(shí)學(xué)習(xí)中的情感狀態(tài)和認(rèn)知變化。依據(jù)元認(rèn)知理論,結(jié)合區(qū)域分析教學(xué)內(nèi)容和學(xué)生心理,借助相應(yīng)的遷移策略實(shí)現(xiàn)對(duì)學(xué)生主動(dòng)性和積極性的培養(yǎng)。另外,本文還融合了當(dāng)下認(rèn)可度較高的學(xué)習(xí)工具和思維工具等,借以提高高中生在有限學(xué)習(xí)時(shí)間中的學(xué)習(xí)成效。通過(guò)本文的研究,希望借助多樣性、豐富性的區(qū)域情境案例,在教學(xué)實(shí)踐中培養(yǎng)學(xué)生的創(chuàng)新精神和創(chuàng)造性思維;通過(guò)改善學(xué)生的學(xué)習(xí)狀態(tài),進(jìn)而增強(qiáng)綜合性知識(shí)教學(xué)的有效性。在遷移能力提升的前提下,加強(qiáng)地理學(xué)科知識(shí)在生活和學(xué)習(xí)中的表現(xiàn)力。
[Abstract]:According to the requirement of geography curriculum standard, cultivating students' transfer ability in teaching can not only guarantee students' efficient learning, but also create possibility for students to solve complex situational problems. Compared with the concept of regional analysis put forward by Christler in the social sciences, the "regional analysis" described in this paper is different and related to it, which includes both the study of relevant theories and the transfer and application of theories. In geography teaching, the knowledge content of regional analysis is mainly distributed in the three modules of compulsory study. The related contents are not only the fusion and refinement of the first two textbooks, but also the promotion of basic principles and basic knowledge. Therefore, in the practical teaching process, teachers should not only help students learn knowledge, but also inspire students to learn, help students lay a solid foundation of knowledge, and cultivate students' ability to use knowledge. The geographical knowledge content which relies on the regional background information is the effective fusion of scientific knowledge and real life, is the important and difficult point of students' knowledge learning, and is gradually becoming the main content of students' ability examination. The knowledge content involved in regional analysis in geography science is complicated, and it is more difficult to combine with a wide range of realistic situation analysis. The trend of the new curriculum reform pays more attention to the all-round development of the middle school students in the teaching process. Therefore, the communication between teachers and students should not only be limited to the transfer of knowledge, but also permeate the scientific world outlook and methodology, and at the same time infect the students with a positive emotional attitude. In today's classroom teaching, especially for comprehensive, regional and situational problems, we should not only consider flexible and aptitude-based teaching methods, but also incorporate students' learning ideas such as "autonomy" and "metacognition". New learning ideas such as "meaningful". In teaching activities, both teachers and students are active organisms. In the flexible curriculum unit, it is more important to adapt the mode of teaching and learning, and to improve teachers and students' accomplishment in the process of continuous reflection and revision. In order to give full play to the cooperative power of teacher-student relationship and as a research to effectively improve the students' ability to transfer in the regional analysis module, the author explores the teaching and learning model which is appropriate to reality. In addition to the basic teaching tasks, teachers' work also highlights the attention to students' personality characteristics and development needs, while students' learning should not only effectively absorb knowledge, but also improve the awareness of internalizing knowledge and applying knowledge. This paper combines many views in the classical and modern transfer theories, and after summarizing the relevant theories, tries to find out the transfer strategies which can not only adapt to the present classroom teaching, but also effectively improve the students' learning ability. Combined with the relevant research results in educational psychology, general psychology and adolescent developmental psychology, the emotional state and cognitive changes of senior high school students in knowledge learning are better grasped. According to the metacognitive theory, combined with the regional analysis of teaching contents and students' psychology, the students' initiative and enthusiasm can be cultivated by means of the corresponding transfer strategies. In addition, this paper also combines the learning tools and thinking tools with high recognition, so as to improve the learning results of high school students in limited learning time. Through the research of this paper, the author hopes to cultivate students' creative spirit and creative thinking in teaching practice with the help of diverse and rich regional situation cases, and to enhance the effectiveness of comprehensive knowledge teaching by improving students' learning status. On the premise of improving migration ability, we should strengthen the expression of geography knowledge in life and study.
【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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