基于学生认知心理的初高中地理教学衔接研究

发布时间：2018-09-11 20:39

【摘要】：本文立足在对沈阳市皇姑区进行教育科研调查与实践的基础上,研究结果发现随着整个地区教育水平的提高,加重了学生地理学习的心理压力。目前,沈阳市教育竞争升学压力过大,学生课业负担过重,学龄儿童心理问题普遍增多。学生表现出对地理知识与生活的联系出现空白,这是初中地理教学重视缺失所产生的一大基础性问题。针对沈阳地区近年来,中考地理学科成绩不计入总分,学生放松在中学阶段对地理学科的研读,而在整个高考阶段,需要在完成相应的高中教学目标的同时,补充初中地理内容,加重升学负担。2015年,沈阳市第一次实行会考地理成绩计入中考总分中,本次研究以此为契机对地理学科在两级教育的均衡中所起到的作用进行研究。切实研究初高中学生的认知心理；分析初高中地理教材在课标中的差异；.结合学生的认知心理完善教学目标,利于丰富地理教育教学理论。实践表明,我国许多优秀的地理教师为地理教育事业做出过卓越贡献。他们的发展是在与课堂的融合中练就的,在学于教的过程中历练的,在“从学生中来,到学生中去”的实践中走出来的。本文实践意义在于： ①了解学生心理负担,进而以此入手减轻学生的学习负担。②找到解决初高中地理教学衔接的有效方法。③将对中学生认知心理的研究应用于地理教学衔接中以提高教学效率。国内学者在对衔接教学进行研究的过程中对认知方面有所提及,但只作为学术名词提及,没有以此为依据进行深入的学术研究,多以地理本学科结合各个学科、各个领域及学科内各个方面进行研究。笔者以学生认知心理为主线,将心理学的相关理论研究融入地理教学中,希望通过此次研究能够使教学走进学生的内心,解决基础教育中衔接问题造成的学生课业压力过大。目前,没有专门针对沈阳地区自身的地理衔接教育的相关研究,已有研究均以本地的教育情况为依据,所存在问题及其相应对策也具有一定的地域性,沈阳地区因没有设置地理教育硕士培养点的师范院校,故对本地区教育衔接问题的研究留有空白。这对于一个高质量的教育水平地来说,无疑是场危机；其他地区的借鉴性研究多注重衔接问题广度的研究,理论研究为主,缺乏于实践研究的结合；此次研究引用案例论证,详实阐明问题,以及实践性的提出如何应用学生认知心理进行地理教学实践。本文采用文献法、比较研究法、案例分析、问卷调查法、访谈法为主要研究方法。立足学生的认知心理,研究在两级地理教学中学生的认知心理运用。研究在中学地理教学衔接阶段学生认知心理的研究价值。从认知心理研究对学生地理成绩提升的价值；对地理教学落实新课改目标的价值；对教师充分合理教学的价值。以皮亚杰的认知发展理论、建构主义学习理论、维果斯基的最近发展区理论、布鲁纳的学习理论、加德纳的智力新概念、罗杰斯的有意义学习、托尔曼的“认知地图”为强大的理论基础。以实证验证学生认知心理在地理课堂中的应用,深入挖掘高中阶段地理学科独特价值研究,时间轴上横向认知的差异性对学生思维能力的影响,教师的影响,即教师在教学过程中存在的问题分析并针对上述地理教师在教学中存在问题提出解决对策。最后,学生认知心理在地理课堂中的应用。
[Abstract]:Based on the investigation and practice of educational scientific research in Huanggu District of Shenyang City, this paper finds that with the improvement of educational level in the whole area, the psychological pressure of students'geography learning is aggravated. This is a fundamental problem caused by the lack of attention to geography teaching in junior middle schools. In recent years, the results of Geography in the middle school entrance examination in Shenyang are not included in the total score. Students relax in the study of geography at the middle school stage, while in the whole college entrance examination stage, it is necessary to complete the corresponding high school entrance examination. In 2015, Shenyang first implemented the entrance examination of geography into the total score of the middle school entrance examination. This study took this opportunity to study the role of Geography in the balance between the two levels of education. The practice shows that many excellent geography teachers in China have made outstanding contributions to the cause of geography education. The practical significance of this paper lies in: (1) Understanding the psychological burden of students, and then starting to lighten the burden of students. 2) Finding an effective way to solve the connection between junior and senior high school geography teaching. Domestic scholars have mentioned some aspects of cognition in the process of research on cohesion teaching, but only as academic terms, not as a basis for in-depth academic research, mostly geography combined with various disciplines, various fields and all aspects of the subject. The main line is to integrate the research of psychology theory into geography teaching, hoping that this study can make teaching into students'hearts, and solve the problem of convergence in basic education caused by excessive pressure on students' schoolwork. Based on the education situation, the existing problems and corresponding countermeasures also have certain regional characteristics. Because there are no normal colleges and universities in Shenyang, there is still a blank in the study of educational convergence in this area. In this study, case studies are cited to illustrate the problems in detail and put forward how to apply students'cognitive psychology to geography teaching practice. Based on students'cognitive psychology, this paper studies the application of students' cognitive psychology in two-level geography teaching. It studies the research value of students'cognitive psychology in the connection stage of middle school geography teaching. Based on Piaget's Cognitive Development Theory, Constructivist Learning Theory, Vygosky's Nearest Development Zone Theory, Bruner's Learning Theory, Gardner's New Concept of Intelligence, Rogers'Meaningful Learning, and Tolman's "Cognitive Map" as a powerful theoretical basis, this paper demonstrates the cognitive mind of students. The application of Geography in geography class, digging deep into the unique value research of geography subject in senior high school, the influence of lateral cognitive differences on students'thinking ability on the time axis, the influence of teachers, that is, the analysis of the problems existing in the teaching process of teachers, and the solutions to the problems existing in the teaching of the above-mentioned geography teachers. The application of cognitive psychology in geography class.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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