我国中学生现代地理实践素养培养研究
发布时间：2018-08-10 22:40
【摘要】：论文在两个对比分析,即我国中学生地理奥林匹克竞赛中知识环节(笔试)与动手解决实际问题的环节(户外测试)对比,大陆、香港、台湾(中国)和澳门两岸四地初、高中地理课堂教学对比分析的基础上,基于地理学与地理教育的价值日益重要的现实,结合我国中学教育的特点：即注重系统地理知识的学习,忽视、轻视学生解决生产生活中地理实际问题的能力,地理实践意识缺乏,地理知识学习与学生情感态度价值观的养成相脱节的实际,提出了“地理实践素养”这一概念,并界定了概念。从地理实践经历、地理实践倾向性、地理实践能力及地理实践过程中的创造性四个维度剖析了地理实践素养的构成。结合地理学科的独特视角与地理教育目标,从掌握地理过程与方法的基本和对学生进行人文素养教育的重要途径两个角度分析了中学生地理实践素养的价值。 要培养我国中学生地理实践素养,必须清楚我国教育的大环境。学习是学生经验获得和改造的过程。学校教育是人类经验传承的一种特殊方式。学校经验获得不能背离人类经验获得的基础。论文在分析个体经验与隐形知识,集体经验与显性知识的基础上,讨论了学校的出现在提高经验传递效率的同时,也带来了知行分离这一与生俱来的缺憾。学校教育如何减少或克服这一缺憾,实现知行结合?论文在系统对经验进行分析的基础上,提出了“完善经验”的概念。“完善经验”描述了经验形成与发展的理想状态下,良性的、优化的经验获得与形成过程。它基于经验之间相互的联系,具有连续性、顺序性和整合性的特点。完善经验的价值取向不是培养“知识人”,而是培养“生活主体”。基于完善经验的教育在改造学生认知经验、行动经验与情感经验方面具有积极的意义。根据我国中学教育的实际,完善经验教育变革的重点是提高学生的实践素养。在系统理论分析的基础上,结合我国中学地理教育的现实,作者从地理实践素养的构成、培养途径、培养方法和培养环境创设四个维度建构了现代中学生地理实践素养培养的框架体系。 要培养我国中学生现代地理实践素养,必须了解中学生地理实践素养的现况。二十多年从事和研究中学地理教育,作者对我国中学生地理实践素养的现实状况有一定的感性认识。为了量化感性认识,作者针对初、高中各个年级阶段,依据初、高中地理课程标准,设计了四套中学生地理实践素养调查问卷。作者从地理实践经历、地理实践兴趣、地理实践能力(自我认识和实际表现)、地理实践意识五个维度对四个年级的学生进行了调查。问卷主要在湖北、江西两省11个学校,44个班级发放,发放问卷合计2016份。问卷发放时考虑到城市学校与乡村学校,省级重点中学、县市重点中学和非重点中学的平衡,兼顾到学校中的重点班和普通班。对问卷调查的结果用数学统计方式进行归类分析。总体的结论是：在中学各个年级阶段,学生地理实践经历非常少。学生对地理实践的兴趣很高。地理实践能力自我认识的程度值比实际表现出来的程度值要高出很多。学生地理实践意识比较淡漠。结合对中学地理教师的访谈,也印证了问卷调查的结论。 如何培养我国中学地理实践素养?作者建构了现代中学生地理实践素养培养的框架体系。重点阐述了该框架体系地三个方面：即中学生地理实践素养培养的途径、方法与环境。其中中学生地理实践素养培养的方法是阐述的重点。依据中学地理分类的特点,重点从自然、人文、区域三个角度对地理实践素养培养方法进行了分析总结。其中自然地理实践素养的方法着重在科学观察的方法,野外考察的方法,实验的方法和基于信息技术支持的方法；人文地理实践素养的方法着重论述了人文地理考察,人文地理访谈和调查研究的方法；区域地理初中阶段侧重于认识区域特征的实践方法,高中阶段侧重于探究区域问题的实践方法。 为了有针对性地解决我国中学生地理实践素养的培养问题,作者结合问卷调查、教师访谈、中外地理教材对比分析、课堂观察、论文资源收集等五个方面,分析了我国中学生自然地理实践素养、人文地理实践素养和区域地理实践素养培养的现实问题。针对这些问题分别探讨了自然、人文、区域地理实践素养培养的策略。其中自然地理实践素养的培养策略是基础,也是作者重点论述的部分。人文地理实践素养培养是薄弱环节。作者在论述过程中将具体的策略和案例结合起来,侧重于尊重学生人文地理经验的形成规律,加强人文地理观察、记录、分析、展示的方法指导,培养学生的人文素养和文化品位。区域地理实践素养培养以前两者为基础,初、高中侧重点不同。初中阶段重点培养学生确定区域方位、辨识区域事象和概括描述区域特征的能力。高中阶段注重以学生身边的区域问题为切入点,以掌握区域实践方法为核心,提高学生解决区域问题的能力。
[Abstract]:On the basis of two comparative analyses, that is, the comparison of knowledge links (written tests) and hands-on links (outdoor tests) in the Geographic Olympics Competition for Chinese middle school students, and the comparative analysis of geography classroom teaching in junior high schools in four places of Mainland China, Hong Kong, Taiwan (China) and Macao, the value of geography and geography education is increasing day by day. The important reality, combined with the characteristics of middle school education in our country, is that we should pay attention to the study of systematic geographical knowledge, neglect and despise the students'ability to solve the practical problems of Geography in production and life, lack of consciousness of geographical practice, disconnect the study of geographical knowledge from the cultivation of students' emotional attitude and values, and put forward the "geographical practice accomplishment" This paper analyzes the constitution of Geographical Practice literacy from four dimensions: Geographical Practice experience, Geographical Practice tendency, geographical practice ability and creativity in the process of geographical practice. The value of Geographical Practice literacy of middle school students is analyzed from two perspectives.
In order to cultivate our middle school students'geographic practice accomplishment, we must understand the general environment of our education. Learning is the process of students' experience acquisition and transformation. School education is a special way of human experience inheritance. On the basis of explicit knowledge, this paper discusses the emergence of schools to improve the efficiency of experience transmission, but also brings about the inherent defect of separation of knowledge and action. How to reduce or overcome this defect and realize the combination of knowledge and action in school education? Experience describes the benign and optimized process of experience acquisition and formation under the ideal state of experience formation and development. It is based on the interrelationship between experience and has the characteristics of continuity, sequence and integration. Education is of positive significance in transforming students'cognitive experience, action experience and emotional experience. According to the reality of middle school education in China, the key to improving the reform of experience education is to improve students' practical accomplishment. The four dimensions of cultivation approach, cultivation method and cultivation environment construct the framework system of cultivation of modern middle school students'Geographical Practice literacy.
In order to cultivate our middle school students'modern geographic practice accomplishment, we must understand the current situation of middle school students' geographic practice accomplishment. For more than twenty years, the author has engaged in and studied the middle school geographic education. The author has a certain perceptual understanding of the realistic situation of our middle school students'geographic practice accomplishment. Four sets of questionnaires were designed according to the geography curriculum standard of senior high school. The author investigated the students of four grades from five dimensions: geography practice experience, geography practice interest, geography practice ability (self-knowledge and actual performance), geography practice consciousness. The questionnaires were mainly used in 11 schools in Hubei and Jiangxi provinces. Questionnaires were distributed to each class and totaled 2016. The balance between urban and rural schools, provincial key middle schools, county and city key middle schools and non-key middle schools was taken into account. The results of the questionnaires were classified and analyzed by mathematical statistics. Students have very little experience in geography practice. Students have a high interest in geography practice. The degree of self-knowledge of geography practice ability is much higher than the actual level. Students'consciousness of geography practice is rather indifferent. The interview with middle school geography teachers also confirms the conclusion of the questionnaire survey.
How to cultivate middle school students'geography practical accomplishment in China? The author constructs a framework system for the cultivation of modern middle school students' geography practical accomplishment. The characteristics of geographical classification are analyzed and summarized from three aspects of nature, humanity and region. The methods of physical geography practice literacy are mainly the methods of scientific observation, field investigation, experiment and the method based on information technology. The method emphasizes on the methods of human geography investigation, human geography interview and investigation; the practical method of recognizing regional characteristics is emphasized in Junior Middle School of regional geography; and the practical method of exploring regional problems is emphasized in senior middle school.
In order to solve the problem of cultivating middle school students'geographic practice literacy, the author analyzes the physical geography practice literacy, human geography practice literacy and regional geography practice literacy cultivation of middle school students in China from five aspects: questionnaire survey, teacher interview, comparative analysis of Chinese and foreign geography textbooks, classroom observation, and collection of paper resources. In view of these problems, this paper discusses the strategies of cultivating practical qualities of nature, humanities and regional geography respectively. The Cultivation Strategies of practical qualities of natural geography are the foundation and the key part discussed by the author. It emphasizes on respecting the formation law of students'human geography experience, strengthening the guidance of human geography observation, recording, analysis and display, cultivating students' humanistic quality and cultural taste. In senior high school, students should take the regional problems around them as the breakthrough point, grasp the regional practice method as the core, and improve their ability to solve regional problems.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G633.55
本文编号：2176435
[Abstract]:On the basis of two comparative analyses, that is, the comparison of knowledge links (written tests) and hands-on links (outdoor tests) in the Geographic Olympics Competition for Chinese middle school students, and the comparative analysis of geography classroom teaching in junior high schools in four places of Mainland China, Hong Kong, Taiwan (China) and Macao, the value of geography and geography education is increasing day by day. The important reality, combined with the characteristics of middle school education in our country, is that we should pay attention to the study of systematic geographical knowledge, neglect and despise the students'ability to solve the practical problems of Geography in production and life, lack of consciousness of geographical practice, disconnect the study of geographical knowledge from the cultivation of students' emotional attitude and values, and put forward the "geographical practice accomplishment" This paper analyzes the constitution of Geographical Practice literacy from four dimensions: Geographical Practice experience, Geographical Practice tendency, geographical practice ability and creativity in the process of geographical practice. The value of Geographical Practice literacy of middle school students is analyzed from two perspectives.
In order to cultivate our middle school students'geographic practice accomplishment, we must understand the general environment of our education. Learning is the process of students' experience acquisition and transformation. School education is a special way of human experience inheritance. On the basis of explicit knowledge, this paper discusses the emergence of schools to improve the efficiency of experience transmission, but also brings about the inherent defect of separation of knowledge and action. How to reduce or overcome this defect and realize the combination of knowledge and action in school education? Experience describes the benign and optimized process of experience acquisition and formation under the ideal state of experience formation and development. It is based on the interrelationship between experience and has the characteristics of continuity, sequence and integration. Education is of positive significance in transforming students'cognitive experience, action experience and emotional experience. According to the reality of middle school education in China, the key to improving the reform of experience education is to improve students' practical accomplishment. The four dimensions of cultivation approach, cultivation method and cultivation environment construct the framework system of cultivation of modern middle school students'Geographical Practice literacy.
In order to cultivate our middle school students'modern geographic practice accomplishment, we must understand the current situation of middle school students' geographic practice accomplishment. For more than twenty years, the author has engaged in and studied the middle school geographic education. The author has a certain perceptual understanding of the realistic situation of our middle school students'geographic practice accomplishment. Four sets of questionnaires were designed according to the geography curriculum standard of senior high school. The author investigated the students of four grades from five dimensions: geography practice experience, geography practice interest, geography practice ability (self-knowledge and actual performance), geography practice consciousness. The questionnaires were mainly used in 11 schools in Hubei and Jiangxi provinces. Questionnaires were distributed to each class and totaled 2016. The balance between urban and rural schools, provincial key middle schools, county and city key middle schools and non-key middle schools was taken into account. The results of the questionnaires were classified and analyzed by mathematical statistics. Students have very little experience in geography practice. Students have a high interest in geography practice. The degree of self-knowledge of geography practice ability is much higher than the actual level. Students'consciousness of geography practice is rather indifferent. The interview with middle school geography teachers also confirms the conclusion of the questionnaire survey.
How to cultivate middle school students'geography practical accomplishment in China? The author constructs a framework system for the cultivation of modern middle school students' geography practical accomplishment. The characteristics of geographical classification are analyzed and summarized from three aspects of nature, humanity and region. The methods of physical geography practice literacy are mainly the methods of scientific observation, field investigation, experiment and the method based on information technology. The method emphasizes on the methods of human geography investigation, human geography interview and investigation; the practical method of recognizing regional characteristics is emphasized in Junior Middle School of regional geography; and the practical method of exploring regional problems is emphasized in senior middle school.
In order to solve the problem of cultivating middle school students'geographic practice literacy, the author analyzes the physical geography practice literacy, human geography practice literacy and regional geography practice literacy cultivation of middle school students in China from five aspects: questionnaire survey, teacher interview, comparative analysis of Chinese and foreign geography textbooks, classroom observation, and collection of paper resources. In view of these problems, this paper discusses the strategies of cultivating practical qualities of nature, humanities and regional geography respectively. The Cultivation Strategies of practical qualities of natural geography are the foundation and the key part discussed by the author. It emphasizes on respecting the formation law of students'human geography experience, strengthening the guidance of human geography observation, recording, analysis and display, cultivating students' humanistic quality and cultural taste. In senior high school, students should take the regional problems around them as the breakthrough point, grasp the regional practice method as the core, and improve their ability to solve regional problems.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G633.55
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