高中地理学习中的空间思维能力评价及实证分析

发布时间：2018-07-05 18:12

本文选题：中学地理 + 空间思维能力　；参考：《鲁东大学》2015年硕士论文

【摘要】：空间概念对于地理学习十分重要，地理的空间性是地理学科的重要标志。在培养中学生地理空间能力中很重要的一部分就是培养学生的地理空间思维能力，学生地理空间思维能力水平的高低是对于学生地理学习和解决地理问题具有重要影响。笔者通过查阅大量文献发现关于中学生地理空间思维能力的培养方面的文章不在少数，但是关于中学生自身空间思维能力高低程度到底如何，怎样进行有效的测评，这方面的文章却少之又少。所以本文以地理空间思维能力内涵为基础上，参照高中地理新课程标准与相关理论基础，结合实际的调查问卷，构建了高中生地理空间思维能力评价标准，并依据此标准对寿光市部分高校学生进行实证分析。本文由六个主要的内容组成，第一部分是绪论，主要讲述本课题研究的背景、目的、意义，其次阐述同类课题国内外研究现状、存在的问题以及不足和发展趋势，最后阐述研究本课题采用的方法，统计分析法、问卷调查法和文献调研法等。第二部分：地理空间思维能力概述，主要是对地理空间思维能力基本概念进行界定、介绍有关地理空间思维能力的理论基础，信息加工理论、多元智能理论等，，阐述国内外课程标准，尤其是美国国家地理课程标准中对学生的地理空间思维能力的要求。第三部分：高中生地理空间思维能力评价标准和评价步骤，第一步，依据一致性、整体性等原则确定地理空间思维能力评价的一二级指标。第二步，对指标系统量化评估。在这里主要运用的方法是统计加权法，确定各项评价指标的重要程度。第三步，依据评价指标编制相应的调查问卷，并给各项指标赋值。第四步，检验该指标体系的可行性，通过对寿光部分高中学生地理思维能力进行问卷调查，评价分析该地区高中生的地理思维能力，找出相应的问题并提出相应措施。第四部分：高中生地理空间思维能力评价体系的应用，通过调查问卷的方式对寿光市部分中学生的地理思维能力的现状进行调查，然后对调查结果进行分析。第五部分：高中生地理空间思维能力培养措施：针对上一部分中得出的结论提出相应的措施，制定针对性措施提高学生的地理空间思维能力。第六部分：结论，主要探究了地理空间思维能力的培养在区域地理的实际教学过程中存在的问题，并对存在的问题提出一些改进的措施和可行性的建议，验证了该指标体系的可操作性，并指出本研究的不足之处。
[Abstract]:The concept of space is very important for geography study, and the spatial character of geography is an important symbol of geography. A very important part of developing students' geospatial ability is to cultivate students' thinking ability of geography space. The level of students' thinking ability of geography space has an important influence on students' geography learning and solving geography problems. By consulting a large number of documents, the author finds that there are not a few articles on the cultivation of middle school students' spatial thinking ability, but on how to evaluate the students' spatial thinking ability and how to evaluate it effectively. There are few articles in this area. Therefore, based on the connotation of geographical spatial thinking ability, referring to the new curriculum standards and related theoretical basis of senior high school geography, combined with the actual questionnaire, this paper constructs the evaluation standard of high school students' geographical spatial thinking ability. According to this standard, some college students in Shouguang City are empirically analyzed. This paper is composed of six main contents. The first part is the introduction, which mainly describes the background, purpose, significance of the research, and then describes the current research situation, the existing problems, the deficiency and the development trend of the similar topics at home and abroad. At last, the methods of research, statistical analysis, questionnaire survey and literature investigation are described. The second part: the outline of geospatial thinking ability, mainly defines the basic concept of geospatial thinking ability, introduces the theoretical basis of geospatial thinking ability, the theory of information processing, the theory of multiple intelligences, etc. This paper expounds the requirements of the students' geospatial thinking ability in the curriculum standards at home and abroad, especially in the National Geography Curriculum Standards of the United States. The third part: the evaluation criteria and steps of high school students' geospatial thinking ability, the first step, according to the principles of consistency, integrity and other principles to determine the geographical spatial thinking ability evaluation of the first and second levels of indicators. The second step, the quantitative evaluation of the indicator system. The main method used here is the statistical weighting method to determine the importance of each evaluation index. The third step is to compile the questionnaire according to the evaluation index and assign value to each index. The fourth step is to test the feasibility of the index system, through the questionnaire survey on the geography thinking ability of some senior high school students in Shouguang, to evaluate and analyze the geography thinking ability of the senior high school students in this area, to find out the corresponding problems and to put forward the corresponding measures. The fourth part: the application of the evaluation system of high school students' geographical spatial thinking ability, through the way of questionnaire to investigate the present situation of some middle school students' geographical thinking ability in Shouguang City, and then analyze the results of the survey. The fifth part: the training measures of high school students' geospatial thinking ability: according to the conclusion in the previous part, the corresponding measures are put forward, and the corresponding measures are formulated to improve the students' geospatial thinking ability. The sixth part: the conclusion, mainly explores the question which the geography spatial thinking ability trains in the regional geography actual teaching process, and puts forward some improvement measures and the feasibility suggestion to the existence question, The maneuverability of the index system is verified, and the deficiency of this study is pointed out.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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