初、高中地理教学衔接研究

发布时间：2018-02-21 14:01

本文关键词： 初中地理高中地理教学衔接原因策略　出处：《曲阜师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教育衔接问题自教育出现分级之后就一直存在,是广大教育者普遍关注的问题,不同的学科、不同的阶段衔接状况不尽相同,而初中地理和高中地理分属于义务和非义务教育阶段,因此初高中阶段的地理教学衔接问题更加突出,历来是地理教育工作者关注的焦点。受学制和考试制度的影响,大多数学校初中会考之后不再开设地理课,使地理学习出现了一年的“空窗期”,造成学生初中地理知识基础薄弱;高中阶段重新开设地理课程,学生几乎是“零基础”。而高中阶段对地理思维和地理技能的要求提高,并且高一学年最先开设理论性强、难度大的自然地理部分的地理课程,造成学生普遍反映地理难学,甚至产生畏惧地理的现象,从而造成初高中地理教学不衔接的现象。论文从实践的角度出发,在课程标准的背景下,通过文献分析法、问卷调查法、案例分析法等来分析研究初高中地理教学衔接的现状和原因,在此基础上提出促进初高中地理教学能够有效地进行衔接的策略。论文分为五部分,第一部分是综述部分,主要介绍了初高中地理教学衔接研究的背景、意义、国内外研究现状,在此基础上确定本文的主要研究内容。第二部分是基础研究部分,主要界定了初高中地理教学衔接的概念和探究了系统论、认知发展理论、建构主义、最近发展区、地理教学论等对初高中地理教学衔接的指导意义。第三部分是现状调查和原因分析,主要是通过调查问卷在初高中地理教师基本情况、教学方法的使用、学法指导、衔接意识等方面对初高中地理教学衔接的现状进行调查分析,在考试制度、初高中教师交流、学生思维发展、课程标准、教学内容分析了初高中地理教学衔接问题出现的原因。第四部分是策略部分,在分析了初高中地理教学衔接问题的基础上,在相关理论和课程标准的的指导下针对不同的群体提出不同的衔接策略,一是初高中教师关注学法教法,做好有效衔接,二是教育部门和教研室为衔接有效进行提供保障。第五部分是教学案例,本部分根据初高中地理教学衔接的要求,结合上文中提到的衔接内容和衔接策略,选取了一个教学案例,用教学案例来进行衔接策略的实证。最后对文章进行了总结,指出论文的不足有待于进一步研究的内容和方向。
[Abstract]:The problem of educational cohesion has existed since the emergence and classification of education. It is a common concern of educators. Different disciplines and different stages of convergence are not the same. The geography of junior middle school and senior high school belong to compulsory and non-compulsory education respectively, so the problem of geography teaching linking up in junior high school is more prominent, and it has always been the focus of geography educators' attention, which is influenced by school system and examination system. Most schools no longer offer geography courses after the junior high school examination, resulting in an "empty window" of one year in geography learning, resulting in a weak knowledge base of geography in junior high schools, and the re-opening of geography courses at the senior high school level. Students are almost "zero basic." and the high school students' demands on geography thinking and geography skills are improved, and the geography course of the strong theoretical and difficult part of natural geography is first offered in the high school year, which causes students to generally reflect that geography is difficult to learn. Even the phenomenon of fear of geography leads to the phenomenon that geography teaching in middle and high schools is not connected. From the point of view of practice, under the background of curriculum standard, the paper adopts the method of literature analysis and questionnaire investigation. Case analysis is used to analyze the present situation and reasons of geography teaching cohesion in junior high school. On the basis of this, the paper puts forward some strategies to promote the cohesion of geography teaching in middle and high school. The paper is divided into five parts, the first part is a summary part. This paper mainly introduces the background, significance, research status at home and abroad, and determines the main research contents of this paper. The second part is the basic research part. It mainly defines the concept of middle and high school geography teaching cohesion and probes into the system theory, cognitive development theory, constructivism, the area of proximal development. The third part is the current situation investigation and the reason analysis, mainly through the questionnaire in the junior high school geography teacher basic situation, the teaching method use, the study method instruction, In the aspects of cohesion consciousness, the current situation of geography teaching cohesion in junior high school is investigated and analyzed, including examination system, middle and high school teachers' communication, students' thinking development, curriculum standard, etc. The teaching content analyzes the reasons for the problem of geography teaching cohesion in junior high school. The 4th part is the strategy part, which is based on the analysis of the problem of middle and high school geography teaching cohesion. Under the guidance of relevant theories and curriculum standards, different cohesion strategies are proposed for different groups. Second, the education department and the teaching and research office provide the guarantee for effective convergence. Part 5th is a teaching case. According to the requirements of middle and high school geography teaching cohesion, this part combines the contents and strategies mentioned above. A teaching case is selected to demonstrate the cohesion strategy. Finally, the author summarizes the paper and points out that the deficiency of the thesis needs to be further studied.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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