【摘要】：在當(dāng)前我國的中學(xué)地理教學(xué)研究中,研究者對個(gè)性心理與地理核心素養(yǎng)習(xí)得之間相關(guān)性的研究非常少;氣質(zhì)類型理論是個(gè)性心理的重要組成部分,氣質(zhì)類型差異也是學(xué)生個(gè)體差異的重要體現(xiàn)。因此,研究高中生氣質(zhì)類型對地理核心素養(yǎng)習(xí)得的影響,不僅可以對氣質(zhì)類型與地理核心素養(yǎng)習(xí)得的相關(guān)性有較深的理解與認(rèn)識,也可以在一定程度上從氣質(zhì)方面探究個(gè)性心理與地理核心素養(yǎng)習(xí)得之間的關(guān)系。由此看來,高中生氣質(zhì)類型差異與其地理核心素養(yǎng)習(xí)得之間的相關(guān)性有較高的研究價(jià)值。通過本次研究,不僅可以豐富地理核心素養(yǎng)領(lǐng)域與氣質(zhì)領(lǐng)域的理論研究內(nèi)容,也可從中得到對地理核心素養(yǎng)教學(xué)的啟發(fā),為我國高中地理教學(xué)開拓新思路。在本次研究中,以氣質(zhì)類型理論與地理核心素養(yǎng)相關(guān)理論為主要依據(jù),對高二普通文科班162名學(xué)生,進(jìn)行針對個(gè)體氣質(zhì)類型與地理核心素養(yǎng)現(xiàn)狀的問卷調(diào)查,并分別對學(xué)生氣質(zhì)類型、不同氣質(zhì)類型學(xué)生地理核心素養(yǎng)上的得分情況、不同氣質(zhì)類型學(xué)生人地協(xié)調(diào)觀素養(yǎng)、綜合思維素養(yǎng)、區(qū)域認(rèn)知素養(yǎng)、地理實(shí)踐力素養(yǎng)得分情況的調(diào)查結(jié)果進(jìn)行統(tǒng)計(jì)和數(shù)據(jù)分析。通過對問卷數(shù)據(jù)的統(tǒng)計(jì)與分析,筆者開始探尋其中的規(guī)律,并對其中的規(guī)律加以總結(jié),得出高中生氣質(zhì)類型差異與地理核心素養(yǎng)之間的確存在一定相關(guān)性,并進(jìn)行逐一論述;其中的相關(guān)性主要表現(xiàn)在:首先,多血質(zhì)氣質(zhì)類型學(xué)生在地理核心素養(yǎng)習(xí)得過程中表現(xiàn)出“氣質(zhì)優(yōu)勢”,抑郁質(zhì)氣質(zhì)類型學(xué)生在地理核心素養(yǎng)習(xí)得過程中表現(xiàn)出“氣質(zhì)劣勢”。其次,從地理核心素養(yǎng)不同方面來看,在人地協(xié)調(diào)觀素養(yǎng)上,各氣質(zhì)類型并沒有表現(xiàn)出明顯的氣質(zhì)優(yōu)勢和氣質(zhì)劣勢;在綜合思維素養(yǎng)上,抑郁質(zhì)的學(xué)生表現(xiàn)出一定的氣質(zhì)劣勢,但沒有優(yōu)勢氣質(zhì);在區(qū)域認(rèn)知素養(yǎng)與地理實(shí)踐力素養(yǎng)上,多血質(zhì)都表現(xiàn)出氣質(zhì)優(yōu)勢,而抑郁質(zhì)表現(xiàn)出氣質(zhì)劣勢。以上結(jié)果與各個(gè)氣質(zhì)類型高中生不同的氣質(zhì)特點(diǎn)有關(guān)系。本文在研究分析的基礎(chǔ)上,還為高中地理教師進(jìn)行地理核心素養(yǎng)培養(yǎng)提出了幾點(diǎn)建議:第一、地理教師要努力學(xué)習(xí)氣質(zhì)理論知識與地理核心素養(yǎng)知識。第二、地理教學(xué)過程中要注意克服氣質(zhì)偏見。第三、多種地理教學(xué)方法相結(jié)合,適應(yīng)學(xué)生氣質(zhì)類型多樣化的特點(diǎn)。第四、地理教學(xué)過程中對不同氣質(zhì)類型學(xué)生因材施教,趨利避害。第五、選擇適合不同氣質(zhì)類型學(xué)生的地理學(xué)科評價(jià)方法。第六、增強(qiáng)高中生對自身氣質(zhì)特點(diǎn)的認(rèn)識,提高高中生元認(rèn)知能力。第七、培養(yǎng)不同氣質(zhì)學(xué)生發(fā)現(xiàn)學(xué)習(xí)能力,促進(jìn)地理核心素養(yǎng)的習(xí)得。
[Abstract]:In the current research of geography teaching in middle schools in our country, there is little research on the correlation between personality psychology and the acquisition of geography core literacy. The theory of temperament type is an important part of personality psychology, and the difference of temperament type is also an important embodiment of students' individual difference. Therefore, by studying the influence of temperament types on geography core literacy acquisition, we can not only have a deep understanding and understanding of the correlation between temperament types and geography core literacy acquisition. To some extent, the relationship between personality psychology and geographical core literacy acquisition can also be explored from the aspect of temperament. Therefore, the correlation between the difference of temperament types and the acquisition of geographical core literacy of senior high school students is of high research value. Through this study, we can not only enrich the theoretical research content in the field of geography core literacy and temperament, but also get the inspiration to the teaching of geography core literacy, and open up new ideas for geography teaching in senior high school in our country. In this study, based on the theory of temperament type and the theory of geographical core literacy, 162 students in senior two general liberal arts class were investigated by questionnaire on the types of individual temperament and the present situation of geographical core literacy. And the students of different temperament types, different temperament types of students' geographical core literacy scores, different temperament types of students' coordinated view of literacy, comprehensive thinking literacy, regional cognitive literacy, The survey results of geographical practice literacy score are statistically and statistically analyzed. Through the statistics and analysis of the questionnaire data, the author begins to explore the laws, and summarizes the laws, and concludes that there is a certain correlation between the differences of temperament types and geographical core literacy of senior high school students, and discusses them one by one. The correlation is mainly manifested in: first of all, the students of multi-blood temperament type show "temperament advantage" in the process of geographical core literacy acquisition, and the students of depressive temperament type show "temperament disadvantage" in the process of geography core literacy acquisition. Secondly, from the different aspects of geographical core literacy, in the concept of human-land coordination literacy, each temperament type does not show obvious temperament advantages and temperament disadvantages; In the comprehensive thinking literacy, the depressed students show certain temperament inferiority, but there is no advantage temperament; in the regional cognitive literacy and geographical practice literacy, many blood quality shows temperament advantages, while depression shows temperament inferiority. The above results are related to the different temperament characteristics of high school students with different temperament types. On the basis of research and analysis, this paper also puts forward some suggestions for senior high school geography teachers to cultivate geography core literacy: first, geography teachers should strive to learn temperament theory knowledge and geography core literacy knowledge. Second, we should pay attention to overcoming temperament prejudice in the process of geography teaching. Third, a variety of geography teaching methods are combined to adapt to the characteristics of diversified temperament types of students. Fourth, in the process of geography teaching, students of different temperament types should be taught according to their aptitude and seek advantages and avoid disadvantages. Fifth, choose the geography subject evaluation method which is suitable for different temperament type students. Sixth, enhance the understanding of their temperament characteristics of senior high school students, improve the metacognition ability of senior high school students. Seventh, cultivate students with different temperament to find learning ability and promote the acquisition of geographical core literacy.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.55

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