基于观察分析能力的高中生地理实践素养培养研究

发布时间：2018-06-25 03:39

本文选题：观察分析能力 + 课堂观察　；参考：《华中师范大学》2017年硕士论文

【摘要】：随着时代的发展,地理实践力对学生发展的重要性日益凸显出来,世界各国普遍开始重视学生地理实践力的培养。近年来我国提出的地理核心素养,将地理实践力确定为四个地理核心素养之一,可见,我国对学生地理实践力发展的重视。本文从地理观察分析实践能力的视角,利用文献法、专家咨询法、课堂观察法对高中生地理实践素养的培养现状进行研究,了解到当前高中生地理实践素养培养中存在的问题,包括在观察目标方面较少考虑学生的差异性、观察目标表述较为模糊;在观察过程方面没有充分体现学生的主体性、过程性评价不够重视;在观察结果方面结果性评价主体单一、迁移停留在知识层面。针对这些问题从宏观和微观层面提出了相应的培养策略,宏观层面主要包括在新课改中突出地理观察分析实践素养培养的重要地位;改变重知识轻能力的选拔模式两个方面。微观层面主要包括加强师生交流,根据学生差异制定不同的观察目标;观察目标表述具体化,增强可操作性;提高观察过程的开放性,突出学生的主体地位;关注过程性评价,促进学生发展;引导学生参与结果性评价,实现评价主体多元化;联系学生生活实际,促进多方面迁移六个方面。以期能够为更好地促进高中生地理实践素养的培养提供一定的借鉴。本文的主要内容包括以下六个部分:第一部分绪论,通过对相关文献的梳理,确定了研究的背景和意义、国内外研究现状,进而确定了本论文的研究方向、研究目标、研究内容、研究方法以及技术路线。第二部分对基本概念进行的界定,并阐述了研究的理论基础,包括高中地理课程的基本理念、杜威“从做中学”和陶行知“教学做合一”思想、建构主义理论,为后文的写作奠定了理论基础。第三部分是对高中生地理观察分析实践能力诊断量表体系的构建,以新课程的评价观,以教看学、以学评教的思想和促进师生发展的要求为依据,以地理学科性原则、目标性原则、科学性原则、导向性原则、可操作性原则为原则,采用专家咨询法制定了课堂观察诊断量表,并对量表水平层级的划分进行了具体的说明。第四部分是根据所制定的量表选取9节课堂实录案例进行课堂观察,对高中生观察分析实践能力培养现状进行诊断,并对诊断结果进行整体分析和具体分析,通过多方面的分析,了解高中生观察分析实践能力培养中存在的问题。第五部分是针对高中生地理观察分析实践能力培养中存在的问题从宏观层面和微观层面提出了相应的培养策略。并且对于策略的应用,又以一个具体的案例进行了说明。第六部分是结论与展望部分,包括本文的基本结论、研究的不足之处以及对研究前景的展望。本研究是以地理课堂实录视频为载体,能够比较直观地了解不同地区高中生地理观察分析实践素养培养现状,并针对其中存在的问题提出了相应的培养策略,能够丰富地理核心素养培养的理论体系,对高中生地理实践素养的培养具有一定的借鉴意义。
[Abstract]:With the development of the times, the importance of geographical practice to the development of students is becoming more and more important. All the countries in the world have begun to attach importance to the cultivation of students' geographical practice. In recent years, the geographical core literacy put forward in our country determines the geographical practice force as one of the four geographical core qualities. It is obvious that our country attaches great importance to the development of students' geographical practice. From the perspective of geographical observation and analysis of practical ability, this paper makes use of literature, expert consultation, and classroom observation to study the current situation of high school students' Geographical Practice accomplishment, and understand the existing problems in the cultivation of senior high school students' Geographical Practice accomplishment, including less consideration of students' differences and observation of target expression on the objective side. It is more vague; it does not fully reflect the students' subjectivity in the observation process, and the process evaluation is not paid enough attention; the results of the outcome evaluation are single and the migration stays at the knowledge level. It is important to observe and analyze the important position of the cultivation of practical accomplishment, and to change the two aspects of the selection mode of heavy knowledge and light ability. The micro level mainly includes strengthening the communication between teachers and students, making different observation targets according to the differences of students, observing the specific expression of the target expression, enhancing the maneuverability, improving the openness of the observation process, and highlighting the main body status of the students; In order to promote students' development, promote students' development, guide students to participate in the result evaluation, realize the diversification of the evaluation subjects, contact the students' life practice, and promote the multifaceted migration in six aspects. In order to improve the training of high school students' geographical practice, the main contents of this paper include the following six parts: first Part of the introduction, through the combing of relevant literature, determine the background and significance of the research, the research status at home and abroad, and then determine the research direction of this paper, research objectives, research content, research methods and technical routes. Second parts of the basic concepts are defined, and the theoretical basis of the study, including high school geography curriculum. The basic concept, Dewey "from doing middle school" and Tao Xingzhi "teaching to do one" thought, constructivist theory, for the later writing laid a theoretical foundation. The third part is the construction of the high school students' geographical observation and analysis practice ability diagnosis scale system construction, with the new curriculum evaluation, to teach and evaluate teaching ideas and promote teachers and students. The requirement of development is based on the principle of geographical science, objective principle, scientific principle, guiding principle and maneuverability principle. The classroom observation diagnosis scale is determined by expert consultation, and the division of the level level of the scale is explained in detail. The fourth part is to select 9 classes according to the scale set up. The case is recorded in the classroom observation, the status of the high school students' observation and analysis practice ability training status is diagnosed, and the diagnosis results are analyzed and analyzed in a whole. Through the analysis of many aspects, the problems existing in the training of high school students' observation and analysis practice ability are understood. The fifth part is aimed at the training of the high school students' geographical observation and analysis practice ability. The existing problems are put forward from the macro level and micro level, and the application of the strategy is explained with a specific case. The sixth part is the conclusion and prospect part, including the basic conclusions of this paper, the shortcomings of the research and the prospect of the research. Video as the carrier, can be more intuitively understand the status quo of high school students' geographical observation and analysis practice literacy training in different regions, and put forward corresponding training strategies in view of the existing problems, which can enrich the theoretical system of geography core literacy training, and have certain reference significance for the cultivation of senior high school students' geographical practice.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

【参考文献】