高中地理图像教学有效性研究

发布时间：2018-04-06 04:19

本文选题：高中地理　切入点：地理图像　出处：《山东师范大学》2017年硕士论文

【摘要】：作为地理教材三大系统之一的图像系统在高中地理教学中发挥着重要作用,图像与文字结合,文图并茂是地理教学的显著特点。地理图像教学对于培养学生的地理空间想象力、逻辑思维能力、空间地理要素综合分析能力有着重要意义。新课标和地理核心素养明确要求注重学生地图技能的培养。虽然素质教育实行多年,但很多学校依然摆脱不了应试教育的束缚,表现在地理图像教学上就是地理教师重地图知识传授,轻图像素养培养,甚至很多中学教师自身的地图素养不高,不清楚如何实施地理图像教学,无法制定出培养学生地图技能清晰可行的目标。学校对地理这一学科不够重视,缺乏地理图像制图和教学的软硬件条件,无法为地理教师提供图像教学的培训方案。学生不仅对地理图像缺乏应有的重视,也没有形成相应的地图技能。因此,现阶段高中地理图像教学有效性是地理教师应该关注的问题。本文主要利用文献研究法、问卷调查法、访谈法和图像分析法,进行地理图像有效教学的研究,总结前人对高中地理图像的分类方法和图像有效教学的策略。利用文献研究法,按地理图像的作用和性质将人教版教材中地理图像分为五大类,分别为地图、地理示意图、地理景观图、地理统计图、地理漫画,又细分出16类地理图像并运用此方法统计人教版必修教材的图像数量,并分析教材图像特点。高中地理必修1中地理图像总数量为159幅,其中地图12幅;地理景观图和地理示意图数量最多,分别为63幅和69幅,地理统计图为15幅,没有地理漫画。必修2共有地理图像155幅,其中地图、地理景观图和地理示意图数量较多,分别为41幅、38幅和44幅,地理统计图24幅,地理漫画8幅。必修3共有地理图像128幅,其中地理景观图、地理示意图和地理统计图数量较多,为33幅、41幅和31幅。根据对必修教材地理图像的统计,分析每种地理图像的数量与教材内容的关系。运用调查问卷法、访谈法对高中地理图像教学现状进行调查,统计调查结果,分析问题产生的原因,发现学生地理图像低效的原因有三方面,第一,受应试教育的影响,不够重视地理图像学习;第二地理图像学习方式不恰当;第三缺乏图像学习兴趣。教师图像教学低效的原因有三个方面,第一教学观念有待转变;第二自身地理教学专业素养有待提高;第三没有完善的地理图像教学策略。教学评价方式和教学环境方面主要是缺乏完善的地理图像教学评价方式和有利于图像教学的外部环境。针对图像教学中的问题提出有效教学的策略,分别从教师、学生和教学环境和媒介方面提出具体图像教学对策,并设计相关教学案例详细阐述地理图像有效教学的程序和步骤,以期为现阶段地理图像教学有效性研究提供实践支持。
[Abstract]:As one of the three systems of geography teaching materials, image system plays an important role in geography teaching in senior high school.The teaching of geographical image is of great significance to cultivate students' ability of spatial imagination, logical thinking and comprehensive analysis of spatial geographical elements.The new curriculum standard and geography core accomplishment clearly request to pay attention to the cultivation of students' map skills.Although quality education has been practiced for many years, many schools are still unable to get rid of the shackles of examination-oriented education, which is manifested in the fact that geography teachers pay more attention to the teaching of map knowledge than to the cultivation of image literacy.Even many middle school teachers' map literacy is not high, they do not know how to carry out the geography image teaching, can not set out the clear and feasible goal of cultivating students' map skills.The school does not pay enough attention to the subject of geography, lacks the software and hardware conditions of geography image mapping and teaching, and can not provide the training scheme of image teaching for geography teachers.Students not only lack due attention to geographical images, but also do not form the corresponding map skills.Therefore, the current high school geography image teaching effectiveness is the geography teacher should pay attention to.In this paper, the methods of literature research, questionnaire survey, interview and image analysis are used to study the effective teaching of geographical images, and the classification methods and the strategies of image effective teaching are summarized.In this paper, according to the function and nature of geographical image, the author divides the geographical image into five categories, which are map, geographical schematic map, geographical landscape map, geographical statistical map, geographical cartoon, and so on, according to the function and nature of geographical image.It also subdivides 16 kinds of geographical images and uses this method to calculate the number of images of the required textbooks and to analyze the characteristics of the images in the textbooks.The total number of geographical images in the compulsory high school geography course 1 is 159, among which 12 maps, 63 geographical landscape maps and 69 geographical maps, 15 geographic statistical maps, no geographic cartoon.There are 155 geographical images in compulsory 2, of which the number of maps, geographical landscape maps and geographical maps are more, which are 41 / 38 and 44 respectively, 24 geographical statistical diagrams and 8 geographical cartoons.There are 128 geographical images in compulsory 3. Among them, there are more geographical landscape maps, geographical schematic maps and geographical statistical maps, with 33 geographical maps, 41 images and 31 maps.According to the statistics of geography images in compulsory textbooks, the relationship between the quantity of each kind of geographical images and the content of textbooks is analyzed.The present situation of geography image teaching in senior high school is investigated by questionnaire and interview. The results of statistical investigation and the analysis of the causes of the problems are analyzed. The reasons for the low efficiency of students' geographical images are found in three aspects: first, influenced by examination-oriented education,Insufficient attention is paid to geographic image learning; the second is not appropriate; and the third is lack of interest in image learning.There are three reasons for the low efficiency of teachers' image teaching: the first teaching concept needs to be changed; the second, the professional accomplishment of geography teaching needs to be improved; and the third, there is no perfect geography image teaching strategy.The teaching evaluation method and teaching environment are mainly lack of perfect geographical image teaching evaluation method and favorable external environment for image teaching.Aiming at the problems in image teaching, this paper puts forward effective teaching strategies, puts forward specific image teaching countermeasures from teachers, students, teaching environment and media, and designs relevant teaching cases to elaborate the procedures and steps of effective teaching of geographical images in detail.In order to provide practical support for the study of geography image teaching effectiveness.
【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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