高中地理野外探究活动的设计与实施

发布时间：2018-07-31 12:57

【摘要】：伴随着地理新课程改革的推进,地理野外探究活动日益登上地理教学舞台。地理野外探究活动的实施是以提高学生的地理科学素养为目的；是高中生心理发展的需要；是落实新课改“四基”目标的需要；是适应新高考变化趋势的需要；是乡土教育的需要。开展地理野外探究活动有利于丰富地理教学,提高学生的地理学习兴趣；有助于培养学生的地理科学素养；有助于倡导多元的学习方式；有利于开发校外地理课程资源；为学生提供思想教育的好课堂。因此,本文的研究可以为地理野外探究活动的实施提供参考。本文运用了问卷调查法、文献内容分析法、访谈法、实地调查法、行动研究法等研究方法。首先,梳理了地理野外探究活动的国内外研究现状；界定了地理野外探究活动的概念；阐述了活动实施的哲学、教育学、教育心理学、地理学理论基础和地理教学理论。其次,调查了陕西洋县高中地理野外探究活动的实施；分析了地理野外探究活动实施相关情况和存在的问题；提出了解决问题的四条措施。然后,分析了中图版必修教材中地理野外探究活动的分布和内容；提出了地理野外探究活动实施遵循的四条原则、活动的两种形式、具体的实施步骤、评价的原则、评价的内容、评价的方法。再次,列举了地理野外探究活动的两个案例——朱瀗生活习性探究、黑稻种植条件探究,佐证了地理野外探究活动实施的整个过程。最后,本文得出以下结论：(1)地理野外探究活动是一种特殊的野外实践活动和研究性学习地理野外探究活动结合了野外实践活动和研究性学习,比实践活动更具问题性,比研究性学习更具实践性、活动场所开放性,活动过程中强调发现问题和对未知领域的研究,具有问题性、乡土性、实践性、探究性、自主性特点。(2)高中地理教材中地理野外探究活动内容丰富中图版高中地理必修教材中探究活动主要分布在探究、讨论、思考等栏目。必修Ⅰ探究活动主要集中在第二、三、四章,研究地质地貌、植被、生物、气候、河流、灾害和人类活动的影响；必修Ⅱ探究活动主要集中在第一、二、三章,研究人口流动、城市发展、农业、工业和交通；必修Ⅲ探究活动主要集中在第二章,研究人类活动带来的各种问题。(3)地理野外探究活动实施瓶颈较多,师生对野外探究活动内容不慎了解首先,学校很少开展地理野外探究活动。其次,教师在教学中对地理野外探究活动讲解不够。另外,家长对地理野外探究活动支持度不够。此外,学生对地理野外实践活动实施的相关内容掌握不够,教师自身野外探究活动知识储备欠缺,活动指导能力不强。目前需要提高师生对地理野外探究活动的认知,构建地理野外探究活动实施方案,创设地理野外探究活动评价体系,家校联系创设地理野外探究活动场所改变地理野外探究活动现状。(4)地理野外探究活动实施要遵循以教师为主导,学生为主体,自主探究；科学性与思想教育相统一；探索性与量力性相结合；理论与实际相结合四条原则。野外探究活动有集体活动和小组活动两种普遍地组织形式,实施主要环节是：创设探究情境——提出问题——提出假设,确定研究方向和主题——制定计划—实地探究,收集资料——整体分析,解释问题——交流表达形成结论。地理野外探究活动评价要遵循差异性、过程性、多元性、激励性原则；评价的内容主要是对地理野外探究活动质量,学生探究能力,情感、态度和价值观；评价方法主要是目标评价法、成果分析法、评定量表法、自评和他评。
[Abstract]:With the advancement of the new geography curriculum reform, the geographical field exploration activities are increasingly on the stage of geography teaching. The implementation of the geographical field inquiry activities is aimed at improving the students' geographical scientific literacy, the needs of the high school students' psychological development, the need for the implementation of the "four base" goal of the new curriculum reform, and the need to adapt to the changing trend of the new college entrance examination. It is the need of local education. It is beneficial to enrich geography teaching and improve students' interest in geography learning; help to cultivate students' geographical scientific literacy; help to promote multiple learning methods; be beneficial to the development of school geography curriculum resources; provide students with a good class of ideological education. Therefore, The study of this paper can provide reference for the implementation of geographical field inquiry activities. This paper uses questionnaire survey method, literature content analysis method, interview method, field investigation method, action research method and other research methods. First, it combs the research status of geographical field exploration activities at home and abroad, defines the concept of geographical field exploration activities; expounds the concept of geographical field exploration activities; The implementation of the philosophy, pedagogy, educational psychology, geography theory basis and geography teaching theory. Secondly, the investigation of the implementation of the geography field exploration activities in Yangxian County high school in Shaanxi; analysis of the implementation of the geographical field exploration activities and the existing problems; put forward four measures to solve the problem. Then, the analysis of the medium plate The distribution and content of geography field inquiry activities in compulsory teaching materials, four principles followed in the implementation of geographical field exploration activities, two forms of activities, specific implementation steps, the principles of evaluation, the content of evaluation, and the methods of evaluation. Again, two cases of geographical field exploration activities are enumerated. The investigation of the conditions of the cultivation of black rice proves the whole process of the implementation of the geographical field exploration. Finally, the following conclusions are drawn: (1) the geographical field inquiry activity is a special field practice activity and a research study geography field inquiry activity combined with field practice and research study, which is more problematic than practical activities. The research study is more practical, the activity place is open, the activity process emphasizes the discovery of problems and the research on the unknown field. It is problematic, local, practical, exploratory and autonomous. (2) the exploration activities in the geography field inquiry activities in high school geography textbooks are mainly distributed in the high school geography compulsory teaching materials. Inquiry, discussion, thinking and other columns. The required research activities are mainly concentrated in second, third, four chapters, studying the effects of geological and geomorphology, vegetation, biology, climate, rivers, disasters and human activities; the compulsory II exploration activities are mainly concentrated in first, second, three, research on the flow of human mouth, urban development, agriculture, industry and transportation. We should focus on the second chapters, and study the various problems brought by human activities. (3) there are many bottlenecks in the implementation of the field exploration activities. First, the students are inadvertently aware of the field exploration activities. The schools rarely carry out the geographical field exploration activities. Secondly, teachers do not explain the geography field exploration activities in the teaching. In addition, parents are on the geographical field exploration. In addition, the students are not enough to carry out the relevant contents of the practice of the field practice, the knowledge of the field exploration activities of the teachers is short and the ability to guide the activities is not strong. At present, the knowledge of the geography field exploration activities should be improved by the teachers and students, the implementation plan of the geographical field exploration activities is built, and the geographical field exploration is created. To investigate the system of activity evaluation, home school connects the location of geographical field exploration activities to change the current situation of geographical field exploration. (4) the implementation of geographical field inquiry activities should follow the guidance of teachers, students as the main body, independent inquiry, unity of science and ideological education, combination of exploration and measurement, and four combination of theory and practice. Principle. Field exploration activities have two general forms of collective and group activities. The main link is to create the inquiry situation - to put forward the questions - to put forward the hypothesis, to determine the direction and the subject of the study - to make a plan - to explore the field, to collect the information - the whole analysis, to explain the problem - to communicate and express the conclusion. The evaluation of geographical field inquiry activities should follow the difference, process, diversity, and incentive principle. The content of the evaluation is mainly on the quality of geographical field exploration activities, students' inquiry ability, emotion, attitude and values. The evaluation method is mainly target evaluation method, results analysis method, assessment scale method, self evaluation and his evaluation.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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