基于地理活動教學的地理實踐力培養(yǎng)策略
發(fā)布時間：2019-03-16 09:04
【摘要】：地理學科含有豐富的實踐內(nèi)容,具有很強的實踐性,新課標將地理實踐力列為地理學科的核心素養(yǎng),突顯其對地理學科不可替代的作用。《地理教育國際憲章(2016)》肯定地理教育于“武裝下一代以知識、技能、態(tài)度”的重要性,主張在促進學生學習地理知識同時發(fā)展地理實踐能力,進一步強調(diào)地理實踐力于21世紀發(fā)展的重要性。本文主要在地理活動教學的基礎上研究地理實踐力的培養(yǎng)措施,地理活動側(cè)重學生的參與實踐,并被廣泛運用于目前的地理課堂教學中,活動的實施過程涉及地理實踐力的方方面面,對于學生地理實踐力的形成有著直接的促進作用。文章首先采用文獻資料法總結相關內(nèi)容的研究現(xiàn)狀,從而劃分了認知型活動、交流型活動和操作型活動三類課堂地理活動,結合地理實踐力包含的具體內(nèi)容,又進一步細化三類課堂地理活動,認知型活動包括圖表運用、材料分析,主要培養(yǎng)學生的信息獲取能力、分析概括能力;交流型活動包括角色扮演、討論辯論,促進學生語言表達能力和團隊合作能力的獲得;操作型活動包括實驗操作和動手制作,鍛煉和發(fā)展學生的地理觀察能力和動手操作能力。通過問卷調(diào)查法分析高中課堂地理活動開展情況,從而得出目前我國高中生課堂地理實踐力普遍薄弱,地理實踐力培養(yǎng)亟待重視,在此基礎上進而分析得出其存在問題主要表現(xiàn)為設施條件有限、活動時間緊湊、參與主體較少、課程資源單一、教師能力不足等五大方面。從地理實踐力培養(yǎng)所存在的問題出發(fā)提出地理實踐力培養(yǎng)的五大理論策略,即利用客觀條件,創(chuàng)設實踐環(huán)境;規(guī)劃地理活動,保證實踐時間;擴大參與主體,增強實踐體驗;開發(fā)課程資源,豐富實踐內(nèi)容;開展教師培訓,提升自身能力。最后利用案例分析法說明基于不同類型的地理活動培養(yǎng)學生的地理實踐力的具體措施,基于不同類型的地理活動培養(yǎng)地理實踐力的具體措施探究在地理教學中如何結合不同類型的地理活動培養(yǎng)學生的地理實踐力,并利用有關案例說明教學實施步驟。
[Abstract]:Geography subject contains rich practice content, has very strong practice, the new curriculum standard regards geography practice ability as the core accomplishment of geography discipline. Stressing its irreplaceable role in the subject of geography. The International Charter on Geographical Education (2016) affirms the importance of geographical education in "arming the next generation with knowledge, skills and attitudes", In order to promote the students to learn geography knowledge and develop the ability of geography practice, the importance of geography practice in the 21st century is further emphasized. On the basis of geography activity teaching, this paper mainly studies the training measures of geography practice ability. Geography activity focuses on students' participation in practice, and is widely used in the current geography classroom teaching. The implementation process of the activities involves all aspects of the geographical practice power, which directly promotes the formation of the students' geographical practice power. Firstly, the paper summarizes the research status of related contents by the method of literature materials, and then divides into three kinds of classroom geographical activities: cognitive activity, communication activity and operational activity, combining with the specific contents contained in geographical practice. And further refine the three types of classroom geographical activities, cognitive activities including chart application, material analysis, mainly to cultivate students' ability to obtain information, analysis and generalization ability; Interactive activities include role-playing, discussion and debate to promote students' ability to express language and team-work ability, and operational activities include experimental operation and hands-on production, exercise and development of students' ability to observe geography and operate hands-on ability. This paper analyzes the development of classroom geography activities in senior high school by means of questionnaire survey, so as to draw a conclusion that the practical ability of classroom geography of senior high school students in China is generally weak. On the basis of this analysis, it is concluded that the existing problems are as follows: limited facilities, compact activity time, less participants, single curriculum resources and insufficient teachers' ability. Based on the problems existing in the training of geographical practical power, this paper puts forward five theoretical strategies for the cultivation of geographical practical power, that is, to create a practical environment by using objective conditions, to plan geographical activities, to ensure practical time, to expand the main body of participation, and to enhance practical experience. Develop curriculum resources, enrich practice content; carry out teacher training, improve their own ability. Finally, a case analysis method is used to illustrate the concrete measures to cultivate students' geographical practice power based on different types of geographical activities. How to combine different types of geographical activities to cultivate students' practical ability of geography in geography teaching, and explain the steps of teaching practice by using relevant cases, based on the specific measures of cultivating the practical ability of geography based on different types of geographical activities.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.55
本文編號：2441119
[Abstract]:Geography subject contains rich practice content, has very strong practice, the new curriculum standard regards geography practice ability as the core accomplishment of geography discipline. Stressing its irreplaceable role in the subject of geography. The International Charter on Geographical Education (2016) affirms the importance of geographical education in "arming the next generation with knowledge, skills and attitudes", In order to promote the students to learn geography knowledge and develop the ability of geography practice, the importance of geography practice in the 21st century is further emphasized. On the basis of geography activity teaching, this paper mainly studies the training measures of geography practice ability. Geography activity focuses on students' participation in practice, and is widely used in the current geography classroom teaching. The implementation process of the activities involves all aspects of the geographical practice power, which directly promotes the formation of the students' geographical practice power. Firstly, the paper summarizes the research status of related contents by the method of literature materials, and then divides into three kinds of classroom geographical activities: cognitive activity, communication activity and operational activity, combining with the specific contents contained in geographical practice. And further refine the three types of classroom geographical activities, cognitive activities including chart application, material analysis, mainly to cultivate students' ability to obtain information, analysis and generalization ability; Interactive activities include role-playing, discussion and debate to promote students' ability to express language and team-work ability, and operational activities include experimental operation and hands-on production, exercise and development of students' ability to observe geography and operate hands-on ability. This paper analyzes the development of classroom geography activities in senior high school by means of questionnaire survey, so as to draw a conclusion that the practical ability of classroom geography of senior high school students in China is generally weak. On the basis of this analysis, it is concluded that the existing problems are as follows: limited facilities, compact activity time, less participants, single curriculum resources and insufficient teachers' ability. Based on the problems existing in the training of geographical practical power, this paper puts forward five theoretical strategies for the cultivation of geographical practical power, that is, to create a practical environment by using objective conditions, to plan geographical activities, to ensure practical time, to expand the main body of participation, and to enhance practical experience. Develop curriculum resources, enrich practice content; carry out teacher training, improve their own ability. Finally, a case analysis method is used to illustrate the concrete measures to cultivate students' geographical practice power based on different types of geographical activities. How to combine different types of geographical activities to cultivate students' practical ability of geography in geography teaching, and explain the steps of teaching practice by using relevant cases, based on the specific measures of cultivating the practical ability of geography based on different types of geographical activities.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.55
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