【摘要】：高中新課程改革倡導(dǎo)在教學(xué)的過程中關(guān)注學(xué)生發(fā)展,重視以學(xué)定教。而傳統(tǒng)教學(xué)方式以教師講授為主要教學(xué)方式,以聽課、記背為主要學(xué)習(xí)方式,以分?jǐn)?shù)為主要評(píng)價(jià)方式,難以發(fā)揮學(xué)生的自主學(xué)習(xí)能力和對(duì)知識(shí)的重構(gòu)與整合能力。高中區(qū)域地理教學(xué)內(nèi)容一般以人教版必修三為主的區(qū)域生態(tài)、資源、經(jīng)濟(jì)等的綜合利用部分,也往往涵蓋了初中世界地理和中國(guó)地理的基礎(chǔ)部分,所以區(qū)域地理知識(shí)既有綜合性、整體性,又有海量的區(qū)域信息識(shí)記,對(duì)學(xué)生的分析能力和記憶水平要求很高,傳統(tǒng)的教學(xué)方式不能夠滿足這種學(xué)習(xí)需求。本文嘗試以“概念圖”教學(xué)的方式,優(yōu)化區(qū)域地理“教”與“學(xué)”的方法、評(píng)價(jià)學(xué)習(xí)結(jié)果的方法。20世紀(jì)60年代,美國(guó)諾瓦克(Joseph D. Novak)教授等人以“意義學(xué)習(xí)”和“概念同化”等理論作為基礎(chǔ),開發(fā)了概念圖這種認(rèn)知工具。從教師教的角度,概念圖可以幫忙組織、并系統(tǒng)性地傳授新知識(shí),也可以作為工具總結(jié)復(fù)習(xí)已學(xué)知識(shí),還可以作為命題形式考察學(xué)習(xí)效果,同時(shí)學(xué)生在新課前的相關(guān)知識(shí)概念圖制作,也可以反映出其先行知識(shí),便于教師調(diào)整教學(xué)重點(diǎn)。從學(xué)生學(xué)的角度,概念圖可以幫助學(xué)生組織已有知識(shí),并進(jìn)行知識(shí)重組與再生,增強(qiáng)對(duì)知識(shí)的理解與應(yīng)用能力,同時(shí)在作業(yè)訓(xùn)練和訂正過程中中,以概念圖的形式分析題目思路、記筆記,能促進(jìn)學(xué)生調(diào)動(dòng)邏輯思維能力,快速找到答題方向,以保證較高的做題正確率和學(xué)習(xí)效率。本文主要運(yùn)用了文獻(xiàn)法、調(diào)查法、比較分析法等研究方法。本論文主體包括五個(gè)部分。第一部分是緒論。主要介紹本文的研究背景、意義、研究?jī)?nèi)容、方法、研究綜述以及研究目的。第二部分主要為概念圖的理論認(rèn)知。包括概念圖的定義、概念圖發(fā)展的理論基礎(chǔ),概念圖建構(gòu)工具、建構(gòu)方法的介紹。第三部分主要通過文獻(xiàn)研究法及調(diào)查法,總結(jié)陳述概念圖的應(yīng)用現(xiàn)狀。包括概念圖在其他領(lǐng)域(教學(xué)以外)和其他學(xué)科的應(yīng)用現(xiàn)狀,以及在本學(xué)科及本部分知識(shí)的應(yīng)用現(xiàn)狀及存在的問題。第四部分提出中學(xué)區(qū)域地理教學(xué)中的概念圖具體使用策略。主要從三個(gè)角度出發(fā),一方面從教師教的角度,側(cè)重備課、板書、命題和習(xí)題講解四個(gè)方面的應(yīng)用:一方面從學(xué)生學(xué)的角度,關(guān)注課前預(yù)習(xí)、課后總結(jié)歸納、章節(jié)復(fù)習(xí)以及錯(cuò)題整理方面的應(yīng)用;另一方面,從教學(xué)評(píng)價(jià)的角度,論述概念圖的應(yīng)用策略。最后,總結(jié)提煉出概念圖使用過程中的原則及注意事項(xiàng)。第五部分為結(jié)尾展望。
[Abstract]:The new curriculum reform in senior high school advocates paying attention to the development of students in the process of teaching and paying attention to learning to regulate teaching. The traditional teaching mode takes teachers' teaching as the main teaching mode, listening to lessons, memorizing lessons as the main learning mode, and score as the main evaluation way, so it is difficult to exert the students' autonomous learning ability and the ability of reconstruction and integration of knowledge. The contents of regional geography teaching in senior high schools are generally the comprehensive utilization of regional ecology, resources, economy and so on, which are mainly required by people's teaching edition, and also often cover the basic parts of world geography and Chinese geography in junior middle schools. Therefore, the knowledge of regional geography is not only comprehensive, integrated, but also has a large amount of regional information memorization, the students' analytical ability and memory level are very high requirements, traditional teaching methods can not meet the needs of this kind of learning. This paper attempts to optimize the teaching and learning methods of regional geography by the way of "concept map" teaching, and to evaluate the learning results. Based on the theories of "meaning learning" and "conceptual assimilation", Professor (Joseph D. Novak) et al. developed the concept map as a cognitive tool. From the point of view of teachers' teaching, the concept map can help organize and teach new knowledge systematically, can also be used as a tool to summarize and review the learned knowledge, and can also be used as a propositional form to examine the learning effect. At the same time, the concept map of the students' knowledge before the new class can also reflect the advance knowledge, which is convenient for teachers to adjust the teaching emphasis. From the perspective of student learning, the concept map can help students organize existing knowledge, reorganize and regenerate knowledge, enhance their ability to understand and apply knowledge, and at the same time, in the process of homework training and revision, Analyzing the idea of the problem and taking notes in the form of the concept map can promote the students to mobilize their logical thinking ability and quickly find out the direction of the answer so as to ensure the higher correct rate of doing the problem and the efficiency of learning. This article mainly uses the literature method, the investigation method, the comparative analysis method and so on research method. The main body of this paper consists of five parts. The first part is the introduction. This paper mainly introduces the research background, significance, research contents, methods, research summary and research purpose. The second part is the theoretical cognition of the concept map. Including the definition of concept map, the theoretical basis of concept map development, concept map construction tools, the introduction of construction methods. The third part summarizes the application of concept map through literature research and investigation. Including the concept map in other fields (other than teaching) and other disciplines, as well as in this subject and this part of the knowledge of the application of the present situation and existing problems. The fourth part puts forward the concrete use strategy of the concept map in the teaching of regional geography in middle school. Mainly from three angles, on the one hand from the perspective of teacher teaching, focusing on the preparation of lessons, board writing, proposition and exercise explanation of four aspects of the application: on the one hand, from the perspective of students, pay attention to pre-class preparation, after-school summary and induction, The application of the review of the chapter and the arrangement of the wrong topics; On the other hand, from the angle of teaching evaluation, the application strategy of concept map is discussed. Finally, the paper summarizes the principles and points for attention in the process of using the concept map. The fifth part looks forward to the end.
【學(xué)位授予單位】：華中師范大學(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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