问题解决教学模式在高中地理过程性知识中的应用研究

发布时间：2018-01-06 11:02

本文关键词：问题解决教学模式在高中地理过程性知识中的应用研究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：动态性是地理学的一个典型特性。理清地理事物的发展过程,可以帮助学生获取地理现象变化的规律,把握地理的脉络,对培养学生的地理思维有重要的作用。高中地理过程性知识的学习要求学生能够感知地理过程、表述地理过程、活用地理规律、理论联系实际,有利于培养学生地理思维和探究精神。本文分析了地理过程性知识和问题解决教学模式的国内外研究现状,指出了研究背景和意义,重新定义了其概念和类型,揭示了地理过程性知识的特点和教学意义,从理论和实践角度分析了问题解决教学模式在高中地理过程性知识运用的可行性,确立了问题解决教学模式在高中地理过程性知识应用的程序,并将其应用到实践中验证反思。结果如下： (1)地理过程性知识强调时间性和动态变化,体现地理学科特色,因而从地理要素角度将其分类会更恰当。本文以必修1为例,从自然地理要素的角度将自然地理过程性知识分为地球运动过程性知识、气候过程性知识、水文过程性知识、地貌演化过程性知识、生物生态过程性知识、其他地理过程性知识六大类。(2)深入了解地理过程性知识的特点和教学意义有助于我们寻找合适的教学方法,本文通过教材分析和教材比较得出地理过程性知识的四个特征：数量的丰富性、语言的精简性、知识的基础性、知识的综合性,并从知识的形成角度分析了地理过程性知识的教学意义。 (3)从问题解决教学模式的步骤分析问题解决教学模式用于高中地理过程性知识教学的实践依据,同时设计了问题解决教学模式用于高中地理过程性知识教学的操作程序、原则和实施建议。(4)用教育实验法对问题解决教学模式用于高中地理过程性知识的教学过程和效果进行分析,证实问题解决教学模式用于高中地理过程性知识的教学有效性,同时指出存在不足。
[Abstract]:Dynamic is a typical characteristic of geography. To clarify the development process of geographical things can help students to obtain the law of geographical phenomenon change and grasp the geography context. The study of geography process knowledge in senior high school requires students to be able to perceive the process of geography, express the process of geography, use geography rules flexibly, and combine theory with practice. This paper analyzes the current research situation of geography process knowledge and problem-solving teaching model at home and abroad, points out the research background and significance, and redefines its concept and type. This paper reveals the characteristics and teaching significance of geographical process knowledge, and analyzes the feasibility of applying problem-solving teaching mode in senior high school geography process knowledge from the angle of theory and practice. The application of problem-solving teaching model in senior high school geography process knowledge is established, and it is applied to practice to verify reflection. The results are as follows: 1) geographical process knowledge emphasizes timeliness and dynamic change. It is more appropriate to classify geography from the angle of geographical elements. In this paper, the process knowledge of natural geography can be divided into the process knowledge of earth movement from the perspective of natural geographical elements, taking compulsory course 1 as an example. Climate process knowledge, hydrological process knowledge, geomorphological evolution process knowledge, biological ecological process knowledge. Other six categories of geographical procedural knowledge. 2) deeply understanding the characteristics and teaching significance of geographical procedural knowledge will help us to find the appropriate teaching methods. Through the analysis of teaching materials and the comparison of teaching materials, this paper draws four characteristics of geographical process knowledge: abundance of quantity, simplification of language, foundation of knowledge and synthesis of knowledge. And from the perspective of the formation of knowledge analysis of the significance of geographical process knowledge teaching. 3) from the teaching model of problem-solving steps analysis of problem-solving teaching model used in senior high school geography process knowledge teaching practice basis. At the same time, the paper designs the operation procedure of the problem solving teaching model used in senior high school geography process knowledge teaching. Principle and implementation suggestion. 4) using educational experiment method to analyze the teaching process and effect of problem-solving teaching model used in senior high school geography process knowledge. It is proved that the teaching mode of problem solving is effective in the teaching of senior high school geography process knowledge, and the deficiency is pointed out at the same time.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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