基于气候变化的高中地理教学案例研究
发布时间：2018-09-12 10:57
【摘要】：以全球变暖为主要标志的气候变化正在逐渐加强,这被广泛归因于人类活动的增强,而且越来越多的数据表明全球气候变化正在深刻地影响着人类社会的各个方面。气候变化是反映人地关系的一个突出问题,体现着地理学科的主要思想,如何正确认识气候变化是地理教学中的重要内容,关系可持续发展观念的具体落实。本文着眼于高中地理教学内容,提出了以气候变化教育为主线的地理案例教学思路,首先整合高中地理与气候变化相关知识,形成了一个完整的知识体系：气候变化的研究进展、科学内涵、原因(自然原因、人为原因)、对人类的影响(利弊)、响应机制(减缓和适应)。然后在此基础之上结合案例教学法,设计了三种气候变化课程教学案例：专题式教学案例-低碳交通、综合式教学案例-城市内涝、课题研究式教学案例-城市热岛效应,并选取两组班级进行教学对比实验,实验班级实行案例教学,对照班级采取讲授教学法,并且不打乱原来教材顺序,最后采取问卷调查和访谈形式进行实验结果对比分析,笔者发现在提高学生关注气候变化、践行低碳生活、团队合作和主动学习地理知识等方面,以案例教学形式实施的气候变化教育课程具有明显优势。尽管如此,但由于时间和能力有限,笔者在整合高中地理教材和气候变化研究进展方面做得尚且不足,开展实验的班级数量也不多,所以本文得出的结论还是有一定的局限性,希望有后来者能更好地弥补上述不足,设计出更加适合高中生的气候变化教育课程,让学生们获得切实有效的气候变化教育。
[Abstract]:Climate change, mainly marked by global warming, is being gradually strengthened, which is widely attributed to the increase of human activities, and more data show that global climate change is profoundly affecting all aspects of human society. Climate change is a prominent problem reflecting the relationship between man and land, which embodies the main thought of geography. How to correctly understand climate change is an important content in geography teaching, which is related to the concrete implementation of the concept of sustainable development. This paper focuses on the content of geography teaching in senior high school, and puts forward the idea of geography case teaching with climate change education as the main line. Firstly, it integrates the knowledge of geography and climate change in senior high school. It forms a complete knowledge system: the research progress of climate change, scientific connotation, causes (natural causes, man-made causes), human impacts (pros and cons), response mechanisms (mitigation and adaptation). On the basis of this, three teaching cases of climate change course are designed: thematic teaching case-low carbon transportation, integrated teaching case-urban waterlogging, subject research teaching case-urban heat island effect. Two groups of classes are chosen to carry out the teaching contrast experiment, the experimental class carries out the case teaching, the control class adopts the teaching method, and does not disturb the original teaching material sequence. Finally, the results of the experiment are compared and analyzed in the form of questionnaire and interview. The author found that the climate change education course implemented in the form of case teaching has obvious advantages in improving students' attention to climate change, practicing low-carbon life, teamwork and active learning of geographical knowledge. However, due to the limited time and ability, the author has not made enough progress in integrating geography textbooks and climate change research in senior high school, and there are not many classes to carry out experiments, so the conclusion of this paper has some limitations. It is hoped that some latecomers will be able to make up for these shortcomings and design climate change education courses that are more suitable for high school students so that students can get effective climate change education.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55
本文编号：2238781
[Abstract]:Climate change, mainly marked by global warming, is being gradually strengthened, which is widely attributed to the increase of human activities, and more data show that global climate change is profoundly affecting all aspects of human society. Climate change is a prominent problem reflecting the relationship between man and land, which embodies the main thought of geography. How to correctly understand climate change is an important content in geography teaching, which is related to the concrete implementation of the concept of sustainable development. This paper focuses on the content of geography teaching in senior high school, and puts forward the idea of geography case teaching with climate change education as the main line. Firstly, it integrates the knowledge of geography and climate change in senior high school. It forms a complete knowledge system: the research progress of climate change, scientific connotation, causes (natural causes, man-made causes), human impacts (pros and cons), response mechanisms (mitigation and adaptation). On the basis of this, three teaching cases of climate change course are designed: thematic teaching case-low carbon transportation, integrated teaching case-urban waterlogging, subject research teaching case-urban heat island effect. Two groups of classes are chosen to carry out the teaching contrast experiment, the experimental class carries out the case teaching, the control class adopts the teaching method, and does not disturb the original teaching material sequence. Finally, the results of the experiment are compared and analyzed in the form of questionnaire and interview. The author found that the climate change education course implemented in the form of case teaching has obvious advantages in improving students' attention to climate change, practicing low-carbon life, teamwork and active learning of geographical knowledge. However, due to the limited time and ability, the author has not made enough progress in integrating geography textbooks and climate change research in senior high school, and there are not many classes to carry out experiments, so the conclusion of this paper has some limitations. It is hoped that some latecomers will be able to make up for these shortcomings and design climate change education courses that are more suitable for high school students so that students can get effective climate change education.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55
【参考文献】
相关期刊论文 前2条
1 杨爱玲;;地理教学中地理案例的分类与编写[J];地理教学;2004年12期
2 王冬桦;关于环境教育几个问题的研究[J];河南教育学院学报(哲学社会科学版);1995年02期
相关硕士学位论文 前2条
1 李端蓉;基于高中地理课程理念的案例教学研究[D];福建师范大学;2006年
2 李青;环境教育在高中地理教学中的渗透[D];辽宁师范大学;2008年
，本文编号：2238781
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2238781.html
