高中地理活动课程的实践研究

发布时间：2018-06-16 00:45

本文选题：高中地理 + 活动课程　；参考：《苏州大学》2015年硕士论文

【摘要】：上个世纪90年代初,活动类课程被正式纳入学科体系,与学科类课程并驾齐驱。新世纪以来,新一轮课程改革强调素质教育,突出学生的主体地位,活动课程在教学实践中取得长足的进展,但据作者对A市的调查研究得知:地理活动课程的实施不尽人意,社会、学校、家长、学生与教师都对其不甚了解,对其的设置、功能与实施颇有微词,这一切都制约着地理活动课程的实施。本文以人教版地理教材为载体、以A市四所高中的师生为研究对象,重点探究地理活动课程的实施情况,以深化实践研究,进一步指地理活动课程的开展。近代西学东渐,活动课程理论传入中国,故活动课程的概念兼顾东西,众说纷纭,没有统一的界定,故目前为止,高中地理活动课程的概念也没有达成统一认识。地理活动课程的概念虽然歧义甚多,但并没有阻碍其课程的设置与实施。20多年来,奋斗在教育一线的高中地理教师在素质教育的号召下,纷纷开展地理活动课程,取得显著的成效。如提高高中地理学科课程的教学效果、激发学生学习地理的兴趣、培养与提升学生的综合能力与促进学生树立正确的情感态度与价值观等。总而言之,对推动素质教育与学生地理技能的培养功不可没。高中地理活动课程秉承素质教育的理念,其与学科课程迥异,具备活动性、实践性、时效性、综合性、开放性与多样性等个性化特征。同时其实施原则与地理学科课程也有所区别,存在主体性、整体性、适宜性、趣味性、创新性等与众不同的原则。而其活动类型比学科课程更是存在较大突破,一改过去单调乏味的讲授类型,呈现出多样化、多元化的趋势。由于受到传统观念、课堂评价方式、学校支持乏力与学生缺乏兴趣等因素的制约,地理活动课程的开展不尽人意。据调查研究得知,地理活动课程实践过程中存在开展深度不够、课内活动开展较少、课外活动开展严重不足等问题。这些问题的长期存在使的部分学校的地理活动课程如同虚设,严重阻碍地理活动课程的实施与素质教育的推行。针对上述问题,作者立足实际,利用自身身份优势,积极分析学情,从教师角度、学生、学校及活动实施四大角度提出改进措施,力求本市的地理活动课程符合学生的身心发展规律与当地的实际情况,推动地理活动课程的有效开展。从我国西北地区地区经常遭受沙尘暴袭击的实际出发,结合人教版必修三关于荒漠化的防治相关内容开展了以“认识沙尘暴”为主题地理活动课,从指导思想、教学目标、教学步骤、教学效果与教学反思这五个方面具体分析该案例,希望对同仁开展地理活动课程有所借鉴。
[Abstract]:In the early 1990s, active courses were formally incorporated into the discipline system and kept pace with subject courses. Since the new century, a new round of curriculum reform has emphasized quality education, highlighted the main position of students, and made great progress in the teaching practice of active curriculum. However, according to the author's investigation and study of A city, the implementation of geography activity curriculum is unsatisfactory. Society, school, parents, students and teachers do not know much about it, but they have some complaints about its setting, function and implementation, all of which restrict the implementation of geography activity curriculum. This article takes the geography teaching material of education edition as the carrier, takes the teachers and students of four senior high schools in A city as the research object, emphatically probes into the implementation of the geography activity curriculum, in order to deepen the practice research, further refers to the development of the geography activity curriculum. With the development of western learning to the east and the introduction of activity curriculum theory into China, the concept of activity curriculum has not reached a unified understanding either because there are different opinions about it and there is no unified definition. Although the concept of geography activity curriculum has many ambiguities, it has not hindered the establishment and implementation of the curriculum for more than 20 years. In the past 20 years, the senior high school geography teachers struggling in the front line of education have launched the geography activity curriculum one after another under the call of quality education. Remarkable results have been achieved. Such as improving the teaching effect of geography course in senior high school, arousing students' interest in studying geography, cultivating and improving students' comprehensive ability and promoting students to set up correct emotional attitude and values, etc. In a word, it contributes to the promotion of quality education and the cultivation of students' geographical skills. The geography activity curriculum of senior high school inherits the idea of quality education, which is different from the subject curriculum and has the characteristics of activity, practicality, timeliness, comprehensiveness, openness and diversity. At the same time, the implementation principle is different from the geography course, and there are different principles such as subjectivity, integrity, appropriateness, interest, innovation and so on. But its activity type than the subject course has the big breakthrough, a change in the past monotonous teaching type, presents the diversification, the diversification tendency. Due to the traditional concept, classroom evaluation, lack of school support and students' lack of interest, geography activity curriculum is unsatisfactory. According to the investigation and research, there are some problems in the practice of geography activity curriculum, such as the lack of depth, the less activity in class and the serious shortage of extracurricular activities. The long-term existence of these problems makes the geography activity curriculum of some schools as fictitious, which seriously hinders the implementation of geography activity curriculum and the implementation of quality-oriented education. In view of the above problems, the author bases himself on reality, makes use of his own identity advantage, actively analyzes the learning situation, and puts forward the improvement measures from four angles of teachers, students, schools and activities. In order to promote the effective development of geography activity curriculum, the city's geography activity course accords with the students' physical and mental development law and the local actual situation. Starting from the fact that the northwest region of China is often attacked by sandstorms, and combining with the contents of the three compulsory subjects on desertification control in the people's Education Edition, this paper carries out a geography activity course on the theme of "understanding sandstorms", which is based on the guiding ideology and teaching objectives. Teaching steps, teaching effect and teaching reflection are the five aspects of concrete analysis of the case, hoping to provide some reference for colleagues to carry out geography activities course.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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