基于师生开发主体的生活化地理课程资源开发研究

发布时间：2018-05-04 16:12

本文选题：生活化地理课程资源 + 教师　；参考：《江西师范大学》2015年硕士论文

【摘要】：自《地理课程标准》中提出“学习对生活有用的地理”之后,生活化课程资源开发已经成为地理课程资源开发和利用的一个重要的趋势和研究热点。地理学作为一门研究地理环境以及人类活动与地理环境相互关系的科学,与人民生活密切相关,通过生活化地理课程资源的开发将赋予地理课程浓厚的生活性和实践性,可有效激发学生的学习地理的积极性,有利于培养学生的创新能力和树立可持续发展的观念。本文选择江西省南昌十九中、江西师大附中、南昌实验中学、进贤一中、进贤二中、温圳中学、温圳颖华中学等七所中学为调查样本学校,为体现师生开发主体的特点,分别从中学地理教师和中学生两个层面设计问卷,调查中学生活化地理课程资源开发和利用现状,并运用excel软件对本次调查问卷的数据进行统计分析后发现:教师在开发和利用生活化地理课程资源方面存在五方面问题和三大制约因素。五方面问题表现为:(1)教师对课程资源概念模式和开发主体意识模糊;(2)教师对生活化课程资源的开发大多是浅尝辄止,没形成系统化和普及性;(3)教师对已开发的生活化课程资源利用效率低下;(4)对地理生活化条件性课程资源浪费严重;(5)教师对生活化课程资源开发和利用范围狭隘。三大制约因素表现为:(1)应试评价机制的压力;(2)缺乏专业的课程资源的培训;(3)教师个体条件的限制。学生在开发和利用生活化地理课程资源方面存两方面问题和两大制约因素。两方面问题表现为:(1)学生普遍缺乏开发课程资源的主体意识;(2)学生开发课程资源的能力欠缺。两大制约因素表现为:(1)学生在地理课堂教学中缺乏一定的生活体验;(2)学生缺乏课程资源开发的惯性和能力。基于问卷调查结果并结合教育教学实践,本文认为:大力开发学生所熟悉和感兴趣的生活化课程资源、优化课程资源的开发操作过程、采用多种课程资源的开发手段,保证课程资源的开发品质等三个方面是进行生活化地理课程资源开发的基本策略。最后,本文以人教版高中地理必修二中的第三章第一节农业的区位选择为例进行生活化课程资源开发的实证探索,在对该部分内容涉及的知识点及其对应的备选课程资源进行梳理的基础上,探讨了以师生为主体的课程资源的开发互动过程,并提出完善生活化课程资源开发的保障措施。
[Abstract]:Since "Learning is useful to Life" in Geography Curriculum Standard, the development of life-oriented curriculum resources has become an important trend and research hotspot in the development and utilization of geography curriculum resources. Geography, as a science of studying geographical environment and the relationship between human activities and geographical environment, is closely related to the life of people. Through the exploitation of geography curriculum resources, geography curriculum will be endowed with strong vitality and practicality. It can effectively stimulate the enthusiasm of students to study geography, help to cultivate students' innovative ability and establish the concept of sustainable development. In this paper, seven middle schools, including Jiangxi Nanchang No. 19 Middle School, Jiangxi normal University affiliated Middle School, Nanchang Experimental Middle School, Jinxian No. 1 Middle School, Jinxian No. 2 Middle School, Wenzhen Middle School and Wenzhen Yinghua Middle School, are selected as sample schools to reflect the characteristics of teachers and students' development subjects. A questionnaire was designed from the two levels of geography teachers and middle school students to investigate the current situation of active geography curriculum resources development and utilization among middle school students. Through the statistical analysis of the data of this questionnaire with excel software, it is found that there are five problems and three restrictive factors in the development and utilization of geography curriculum resources. The five problems are: (1) teacher's vague concept pattern of curriculum resource and subjective consciousness of development; (2) teacher's exploitation of life curriculum resource is mostly superficial. No systematization and popularization of curriculum resources have been formed) the teachers have a narrow range of exploitation and utilization of the living curriculum resources. (4) serious waste of the geography living conditional curriculum resources is caused by the low utilization efficiency of the developed life curriculum resources. 5) the scope of the teachers' exploitation and utilization of the living curriculum resources is narrow. The three restrictive factors are: (1) the pressure of the examination-oriented evaluation mechanism (2) the lack of training of professional curriculum resources and (3) the limitation of teachers' individual conditions. There are two problems and two restrictive factors in the development and utilization of geography curriculum resources. The two problems are as follows: (1) students generally lack the subjective consciousness of developing curriculum resources; (2) students' ability to develop curriculum resources is deficient. The two restrictive factors are as follows: 1) students lack a certain life experience in geography classroom teaching. 2) students lack the inertia and ability to develop curriculum resources. Based on the results of the questionnaire survey and the practice of education and teaching, this paper holds that: to develop the familiar and interesting curriculum resources of students, to optimize the operational process of the development of curriculum resources, and to adopt a variety of development methods of curriculum resources. To ensure the development quality of curriculum resources is the basic strategy of developing geography curriculum resources in life. Finally, this paper takes the location selection of agriculture as an example to explore the development of life-oriented curriculum resources. On the basis of combing the knowledge points involved in this part and its corresponding alternative curriculum resources, this paper probes into the interactive process of the development of curriculum resources with teachers and students as the main body, and puts forward the guarantee measures to perfect the exploitation of curriculum resources in life.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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