高中地理迷思概念的分析与教学设计

发布时间：2018-07-20 21:23

【摘要】：高中生在日常的生活经验中或是在地理学习过程中,由于地理教师或是学生自身原因形成了与科学概念不一致的概念,这类概念称为迷思概念。迷思概念的存在阻碍了学生对学习深层地理概念、知识和原理的进一步掌握,无法使学生获得完整的学科结构体系。因此,研究学生形成地理迷思概念的原因是使学生将迷思概念转变为科学概念的依据,同时也是进行地理教学设计的依据。基于此,本文在原有迷思概念研究基础上,通过文献的整理和教学实践,总结出迷思概念的特点及形成迷思概念的原因,并针对特点和原因提出了相应的转变策略和高中地理教学设计。本文共分为六章:第一章介绍了问题产生的背景,对于该问题国内的研究现状、相关概念的界定、研究该问题的意义等进行了论述,并确定研究思路。第二章以现象学、建构主义、认知发展及《学记》的教学观作为文本文研究的理论依据。第三章介绍了迷思概念的特点、并结合地理教学案例从前概念、高中学生、教师三方面说明地理迷思概念形成的原因。第四章针对迷思概念的特点和原因分析,提出一些高中教师教学策略及学生学习策略,探讨如何将地理迷思概念向地理科学概念转化。第五章是运用地理迷思概念转化教学策略,具体设计几个重要迷思概念以作示范教学设计。第六章是总结本文研究的结论要点和不足。
[Abstract]:High school students in the daily life experience or in the geography learning process, because of geography teachers or students themselves formed a concept that is inconsistent with the concept of science, such concepts are called myth concept. The existence of the concept of myth hinders the students' further grasp of the concept, knowledge and principle of deep geography, and can not make the students obtain a complete subject structure system. Therefore, the reason of studying students forming the concept of geography myth is the basis for students to change the concept of myth into scientific concept, and also the basis for the design of geography teaching. Based on this, this paper summarizes the characteristics of the concept of myth and the reasons for forming the concept of myth through the collation of literature and teaching practice, on the basis of the study of the original concept of myth. According to the characteristics and reasons, this paper puts forward the corresponding transformation strategy and high school geography teaching design. This paper is divided into six chapters: the first chapter introduces the background of the problem, the domestic research status, the definition of related concepts, the significance of the study, and determine the research ideas. The second chapter takes phenomenology, constructivism, cognitive development and learning as the theoretical basis of textual research. The third chapter introduces the characteristics of the concept of myth, and combined with the former concept of geography teaching cases, senior high school students, teachers to explain the reasons for the formation of the concept of geographical myth. The fourth chapter analyzes the characteristics and causes of the concept of myth, puts forward some high school teachers' teaching strategies and students' learning strategies, and discusses how to transform the concept of geographical myth into the concept of geography science. The fifth chapter uses the concept of geographical myth to transform teaching strategies, and designs several important concepts to demonstrate teaching design. The sixth chapter summarizes the main points and shortcomings of this study.
【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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