高中地理教学中区域可持续发展教育测量与教学设计研究

发布时间：2018-01-03 22:15

本文关键词：高中地理教学中区域可持续发展教育测量与教学设计研究　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：高中地理教学以学生形成可持续发展观为终极目标,高中地理教学内容涉及区域可持续发展系统的方方面面,掌握了区域可持续发展的知识内容就是落实了地理学科的核心素养。因此,考查学生高中地理学业水平与素养实际上就是考查区域可持续发展系统的内容。然而,由于现行《高中地理课程标准》对高中知识内容的划分并没有遵循可持续发展系统的体系划分,因此,教育者往往忽视了教育测量中所体现的区域可持续发展教学的问题所在,也就不会对不同的区域可持续发展途径进行深度思考,更不会针对不同的教育途径寻求优质的教学设计,区域可持续发展教育的实施就一直得不到提高。对此,本文首先从区域可持续发展体系出发,打破现行《全日制高级中学地理课程标准》的划分依据不严谨的僵局。将《标准》依据区域可持续发展系统的框架进行拆分、重组,以便客观、直接的了解区域可持续发展系统各要素在高中学段的知识与能力要求。接着运用教育测量理论,从高考测量的试题要素、题型类型及其功能、组卷方式三个方面进行分析,从而总结出区域可持续发展内容在高考中的测量规律,即选择题中多考查宏观的天人系统和中观的人地系统;微观的区域可持续发展系统的考查方式既有选择题,也有综合题,它是高考测量中所占分值最高的内容;在综合题中,对区域可持续发展内容的考查分别从中国、世界两个视角出发,分别侧重考查生态环境子系统和经济子系统,但重点都放在系统的内在联系上。之后,本文再对区域可持续发展教育在高中地理教学中的不同途径进行了分析,具体包括新授课、复习课两类课堂教学、校本课程、课外实践活动、研究性学习和激励性竞赛六种途径,并且分别针对不同的教育途径进行了不同教学设计方案的实验对比。最后,通过多组教学实验案例的对比分析,对不同途径的区域可持续发展教育的教学设计提出了合理化建议:课堂教学应当根据课型的不同,教学设计应当有所区别,新授课要注意教材的整合、主题要素的深入,复习课要针对性更强、更加注重区域可持续发展网络体系的建构;校本课程作为课堂教学的辅助,应当根据不同学段的教学内容进行设计;课外实践活动的作用难以取代,其设计可以最好的培养学生地理实践能力;研究性学习的设计需要注重可持续发展观的渗透;而激励性竞赛通过不同的设计,可以激发学生学习地理、了解区域可持续发展的热情。当然,任何一种教学设计都有其局限性,迫于笔者时间和能力有限,本文在整合教材内容和区域可持续发展教育测量研究进展上做得尚不完善,开展的教学设计实验还不够丰富。因此,本文对高中地理教学中区域可持续发展教育和教学设计的研究,只得出了阶段性成果。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区域可持续发展教学课程,让学生们获得切实有效的可持续发展教育。
[Abstract]:High school geography teaching students to form the concept of sustainable development as the ultimate goal, the high school geography teaching content relates to the regional sustainable development system in all aspects, the knowledge content of regional sustainable development is to implement the core literacy of geography. Therefore, students of senior high school geography and academic level of literacy is actually the content of regional sustainable development system to test. However, due to the current system division, "high school geography curriculum standard for Senior High School > knowledge content division did not follow the sustainable development system therefore, educators often ignore the regional sustainable development of education teaching in the measurement of the problem, will not be on the regional sustainable development in different ways of deep thinking, not to different ways of education and the quality of teaching design for the implementation of regional sustainable development, education has been to Not to improve. In this regard, this paper from the regional sustainable development system of the division on the basis of breaking the current < full-time high school geography curriculum standard "is not rigorous. The framework standard > < deadlock on the basis of the regional sustainable development system of separation, reorganization, so that an objective, direct understanding of the various elements of the regional sustainable development system in knowledge with the ability of high school requirements. Then use the theory of educational measurement, measurement of the elements from the test of college entrance examination questions, types and functions, the three aspects of the generating mode analysis, which summed up the rules of measuring regional sustainable development content in the college entrance examination, namely the nature system and macro meso problem in multi test people the system of regional sustainable development system; micro test methods are both choice, also has a comprehensive problem, it is the highest score for the college entrance examination content measurement; in the comprehensive integration of. Regional sustainable development content of the test separately from the Chinese, starting from two perspectives of the world, are focus on examining the ecological environment subsystem and economic subsystem, but focus on the inherent relation of system. After that, this article has carried on the analysis to the regional sustainable development of education in different ways in high school geography teaching, including teaching lesson two class, teaching, classroom school-based curriculum, extracurricular activities, research learning and encouraging competition in six ways, and according to different educational ways compared different teaching design. Finally, through the comparison of multi group experimental teaching case analysis, the reasonable suggestions of teaching design of regional education the sustainable development of different ways of classroom teaching should be based on the type of course is different, the teaching design should be different, the new teaching integration to the teaching materials, subject to The in-depth review lesson to targeted, pay more attention to the construction of the network system for the sustainable development of the region; the school-based curriculum as the auxiliary teaching, should be designed according to the teaching content and the students section; extracurricular practice activity is difficult to replace, ability of practice of students' Geography its design can best study design; learning need to pay attention to the penetration of the concept of sustainable development; and encouraging competition through different design, can stimulate students to learn geography, understand the regional sustainable development enthusiasm. Of course, any kind of teaching design has its limitations, because of the limited time and ability, this paper advances in integration of teaching content and the regional sustainable development research on Educational Measurement doing is not perfect, the teaching design of experiments is not rich enough. Therefore, this paper on the regional geography teaching in senior high school education for sustainable development and education The study of design and research has only achieved some results. I hope that later people can make up for the above shortcomings, and design a teaching curriculum suitable for high school students to achieve regional sustainable development, so that students can get effective and sustainable development 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】：2017
【分类号】：G633.55

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