中学地理教学中的地名教学策略研究

发布时间：2018-07-13 09:49

【摘要】：随着时代的发展,当今社会要求国民能对人口、资源、环境的和谐发展有着科学地认识,并能在实践过程中逐步树立起可持续发展的理念,鉴于地理学是一门重点研究地理环境及人地关系的学科,因此地理教育在提升当代人综合素质方面就具有了独特而重要的作用。作为地理学科基本组成部分的地名,由于在其形成发展过程中,综合了各地自然环境、社会经济及人地关系等方面的特性,因此加强中学地理课堂中地名知识的讲解,可以充分发挥地理学科的教育价值,训练和提高学生更好成为现代国民的综合能力,为学生日后顺利踏入社会奠定坚实基础。但在如今的地理课堂中,地名教学已被教师置于不受重视的境地,虽然会强调学生记忆地名,但多是当做学习其他地理知识的附属,没有将地名知识融入到所学内容中去,致使学生不能真正理解地名涵义而沦为机械背诵地名,这不仅埋没了地名教学在提高学生综合素养方面的价值,同时也制约了地理教育的进一步发展。因此,加强对中学地理地名教学的重视,进而将地名知识有效、合理地贯穿到地理课堂中去,对提高地理教学质量显得极为重要。鉴于此,本文以当前中学地理教学中存在的地名教学问题为切入点,旨在通过深入的剖析与探究,为提高教师地名教学质量,充分发挥地名教学价值提供切实可行的理论指导。文章在综合文献法、调查法、访谈法等方法的基础上完成,通过查阅资料,初步了解目前国内外关于地名教学问题的研究尚处于初期阶段,还没有形成完整的研究框架和研究体系,因而本文从这一现状入手,结合建构主义学习理论、有意义学习理论以及人本主义学习理论等相关理论的指导,有针对性的展开对地理课堂中地名教学的现状调查。调查发现,目前中学地理教学中,地名教学总体上不受重视,究其原因既与教师对地名的教学意识、教学策略、教学能力等方面有关,也与学生自身对地名学习的积极性、准备性等方面有关。此外,根深蒂固的应试教育和家长对学生学习的态度也是影响地理课堂中地名教学的重要外部因素。针对地理教学中地名教学的问题,本文提出了实施地名教学的相关策略:对教师而言,要重视地理地名教学,提高地名教学意识,通过创设一定的地名教学情景,运用合适的地名教学技巧,加深学生对地名的理解掌握;对学生来说,日常生活中要加强对地名知识的储备,并采取一定的地名学习策略识记相关地名;同时,为了更好的指导教师的教与学生的学,针对地名教学评价提出了相关见解;最后,对社会环境而言,要为地名学习创造合适的氛围,同时要合理的编排教材中的地名,当然,更重要的是要不遗余力的加强对地名课程资源的开发,以供教师和学生的选择。
[Abstract]:With the development of the times, people are required to have a scientific understanding of the harmonious development of population, resources and environment, and can gradually establish the concept of sustainable development in the process of practice. Geography is a discipline which focuses on the study of geographical environment and man-land relationship, so geography education plays a unique and important role in improving the comprehensive quality of contemporary people. As a basic part of the geography discipline, the geographical names have integrated the characteristics of the natural environment, social economy and man-land relations in the process of their formation and development, so they strengthen the explanation of geographical names knowledge in the middle school geography classroom. It can give full play to the educational value of geography, train and improve the students' comprehensive ability to become a modern nation, and lay a solid foundation for the students to step into the society smoothly. However, in today's geography classroom, the teaching of geographical names has been neglected by teachers. Although it emphasizes students' memory of geographical names, it is often regarded as a subsidiary to learning other geographical knowledge and does not incorporate toponymic knowledge into the contents of what they have learned. As a result, students can not really understand the meaning of place names and become mechanical recitation of place names, which not only bury the value of place name teaching in improving students' comprehensive literacy, but also restrict the further development of geography education. Therefore, it is very important for improving the quality of geography teaching to pay more attention to the teaching of geographical place names in middle school, and then to effectively and reasonably penetrate the knowledge of geographical names into the geography classroom. In view of this, this article regards the geographical names teaching problem existing in the geography teaching of the middle school as the breakthrough point, aims at providing practical theoretical guidance for improving the teaching quality of the teachers' place names and giving full play to the value of the teaching of the place names through in-depth analysis and exploration. On the basis of comprehensive literature method, investigation method, interview method and so on, this paper, through consulting data, preliminarily understands that the research on toponymic teaching at home and abroad is still in its infancy. There has not been a complete research framework and research system, so this paper starts with this situation, combining with constructivism learning theory, meaningful learning theory and humanism learning theory and other related theories. The current situation of geographical name teaching in geography classroom is investigated. It is found that in the geography teaching of middle school, the teaching of place names is not paid much attention to. The reasons are not only related to the teachers' teaching consciousness, teaching strategy and teaching ability, but also to the enthusiasm of the students themselves in the study of place names. Relating to preparation, etc. In addition, deep-rooted examination-oriented education and parents' attitude towards students' learning are also important external factors that affect the teaching of geographical names in geography classroom. In view of the problems in the teaching of geographical names in geography teaching, this paper puts forward some relevant strategies for the implementation of the teaching of geographical names: for teachers, we should pay attention to the teaching of geographical names, improve the awareness of teaching of geographical names, and create a certain teaching situation of geographical names. In order to deepen students' understanding and mastery of geographical names by using appropriate teaching techniques of geographical names, students should strengthen their reserves of knowledge of geographical names in their daily life, and adopt a certain strategy of learning place names to memorize relevant place names; at the same time, In order to better guide teachers' teaching and students' learning, this paper puts forward some relevant opinions on the teaching evaluation of geographical names. Finally, for the social environment, it is necessary to create a suitable atmosphere for the study of place names, and at the same time, to reasonably arrange the place names in textbooks, of course, More importantly, we should spare no effort to strengthen the development of toponymic curriculum resources for teachers and students to choose.
【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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