【摘要】：國(guó)家課程標(biāo)準(zhǔn)是教材編寫、教學(xué)、評(píng)估和考試命題的依據(jù),是國(guó)家管理和評(píng)價(jià)課程的基礎(chǔ)。作為國(guó)家綱領(lǐng)性文件,課程標(biāo)準(zhǔn)指導(dǎo)著國(guó)家教育的方方面面,對(duì)課程改革和實(shí)際教學(xué)都有巨大的影響。因此,通過(guò)比較不同版本課標(biāo)之間的差異,不僅有利于了解我國(guó)地理課程發(fā)展的前景,而且有利于對(duì)課標(biāo)的理解與把握。本文以《2003年高中地理課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》(以下簡(jiǎn)稱為2003版課標(biāo))和《2017年高中地理課程標(biāo)準(zhǔn)(征求意見(jiàn)稿)》(以下簡(jiǎn)稱為2017版課標(biāo))為研究對(duì)象,采用文獻(xiàn)研究法、對(duì)比分析法、文本分析法及定性分析與定量分析等方法,從總體框架、課程性質(zhì)、課程理念,課程目標(biāo)、課程結(jié)構(gòu)、課程內(nèi)容,學(xué)業(yè)質(zhì)量標(biāo)準(zhǔn)、實(shí)施建議8個(gè)方面,對(duì)兩個(gè)不同版本的《高中地理課程標(biāo)準(zhǔn)》進(jìn)行比較,以期了解我國(guó)地理課程發(fā)展的動(dòng)態(tài)和前景,并為廣大地理教師的教學(xué)提供一些思考建議。通過(guò)比較2003版課標(biāo)和2017版課標(biāo),得出以下結(jié)論:2017版課標(biāo)的修訂不僅是時(shí)代發(fā)展的要求,也是地理學(xué)科不斷成熟的要求。2017版課標(biāo)結(jié)構(gòu)體系不斷完善,邏輯性增強(qiáng);課程理念重點(diǎn)突出地理核心素養(yǎng);課程目標(biāo)立意實(shí)現(xiàn)了升華,實(shí)現(xiàn)了從“能力立意”到“素養(yǎng)立意”的轉(zhuǎn)變;課程結(jié)構(gòu)經(jīng)過(guò)調(diào)整后也日趨合理;課程內(nèi)容做了大量的增刪工作,使課程內(nèi)容更具時(shí)代性,必修課程更具基礎(chǔ)性、選修課程更強(qiáng)調(diào)自主選擇性;實(shí)施建議也實(shí)現(xiàn)了全面更新,使其更加符合目前地理教育的實(shí)際和當(dāng)代教育發(fā)展的水平。
[Abstract]:National curriculum standard is the basis of textbook preparation, teaching, evaluation and examination proposition, and is the basis of national management and evaluation curriculum. As a national programmatic document, curriculum standards guide all aspects of national education, and have a great impact on curriculum reform and practical teaching. Therefore, by comparing the differences between different versions of curriculum standards, it is beneficial not only to understand the prospects of geography curriculum development in China, but also to understand and grasp the curriculum standards. This paper takes the Curriculum Standard of Senior High School Geography (Experimental draft) of 2003 (hereinafter referred to as the Curriculum Standard of 2003 Edition) and the Curriculum Standard of High School Geography of 2017 (draft for soliciting opinions) (hereinafter referred to as the Curriculum Standard of 2017 Edition) as the object of study and adopts the method of literature research. Contrastive analysis, text analysis, qualitative and quantitative analysis, etc., from the overall framework, curriculum nature, curriculum concept, curriculum objectives, curriculum structure, curriculum content, academic quality standards, implementation recommendations 8 aspects. This paper compares two different editions of Geography Curriculum Standard of Senior High School in order to understand the development trend and prospect of geography curriculum in China and provide some suggestions for the teaching of geography teachers. By comparing the 2003 edition curriculum standard with the 2017 edition curriculum standard, the following conclusions are drawn: the revision of the 2017 edition curriculum standard is not only the requirement of the development of the times, but also the requirement of the continuous maturity of the geography discipline. The structure system of the 2017 edition curriculum standard is constantly improved, and the logic is enhanced. The curriculum concept emphasizes the geographical core accomplishment, the curriculum goal realizes the sublimation, realizes the transformation from "the ability intention" to "the accomplishment intention", the curriculum structure after the adjustment is also day by day reasonable; The curriculum content has done a lot of additions and deletions, which makes the curriculum content more contemporary, compulsory courses more basic, elective courses more emphasis on independence and selectivity; The implementation of the recommendations has also been fully updated to make it more in line with the current geographical education and the current level of educational development.
【學(xué)位授予單位】：廣西師范大學(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)：2435905