高中生地理解题思维障碍的诊断及矫正研究

发布时间：2018-09-03 07:44

【摘要】：新课标提出“培养未来公民必备的学科素养”,对学生的思维和能力提出了更高的要求。如果学生在学习中产生地理思维障碍,不能及时、有效的解决问题,必然会对今后的学习产生负面的影响。本文通过对学生地理解题思维障碍的诊断研究,希望能够找到学生在地理解题中思维障碍的存在情况以及不同层次的学生思维障碍的差异,进而能提出有效的转化策略以提高学生的思维能力。本文通过对学生的作业情况和常见的地理问题的了解,然后查阅文献,确定了高中生在地理解题中常见的六类思维障碍:前概念干扰造成的思维障碍、地理空间想象能力不足造成的思维障碍、思维片面化造成的障碍、地理图表信息提取不足、思维定势造成的思维障碍、情绪型思维障碍。之后根据平时的观察和教学实践进行了问卷的编制,问卷分为两个部分:第一部分以地理习题的形式对学生的思维障碍进行测试,第二部分则是对学生思维障碍的自我认知情况调查,据此来了解学生思维障碍的存在情况。在测试对象的选取上确定了学优、学困生两个样本,以便获得不同层次学生的思维障碍的差异情况。研究表明,学生在地理解题的过程中,思维障碍的确是存在的,但是学优生和学困生的思维障碍存在差异。其中地理前概念干扰、地理空间想象能力不足、思维片面、思维定势和情绪型方面引起思维障碍的差距比较大。本文依据学生思维障碍现状的诊断分析,针对性的提出以下转化策略。在教学过程中应深化地理概念的理解,减少受前概念干扰;利用图文、图图转换,培养学生的空间想象能力;引导学生自主构建知识网络,注意思维的全面性;强化图表技能的训练,提高信息提取与解读能力;优化教学方法,避免情绪化造成的思维障碍,多关注学生的心理健康,多与他们交流,提高学生学习地理的主动性和心理素质。
[Abstract]:The new curriculum standard puts forward "cultivating the necessary subject accomplishment of citizens in the future", which puts forward higher requirements for students' thinking and ability. If the students in the study of geographical thinking obstacles, not timely, effective solution to the problem, will inevitably have a negative impact on future learning. Through the diagnosis and study of students' thinking obstacle in solving geography problem, this paper hopes to find out the existing situation of students' thinking obstacle in geography problem solving and the difference of different levels of students' thinking obstacle. Furthermore, effective transformation strategies can be put forward to improve students' thinking ability. Through the understanding of the students' homework and common geographical problems, and then consulting the literature, this paper determines the six kinds of thinking obstacles common to senior high school students in the geography problem solving: the thinking obstacles caused by the interference of pre-concept. The obstacle of thinking caused by insufficient ability of imagination in geographical space, the obstacle of one-sided thinking, the lack of information extraction of geographical chart, the obstacle of thinking caused by thinking pattern, and the obstacle of thinking of emotion type. The questionnaire is divided into two parts according to the observation and teaching practice. The first part is to test the students' thinking disorder in the form of geography exercises. The second part is to investigate the self-cognition of the students' thinking disorders, and to understand the existence of the students' thinking disorders. In order to obtain the difference of different levels of students' thinking disorder, two samples of students with learning excellence and learning difficulties were determined in the selection of test objects. The study shows that the students' thinking obstacle does exist in the process of geography problem solving, but there are differences between the excellent students and the students with learning difficulties. Among them, geographical pre-concept interference, lack of geographical space imagination ability, one-sided thinking, thinking patterns and emotional types of thinking obstacles caused by the gap is relatively large. Based on the diagnosis and analysis of students' mental disorders, this paper puts forward the following transformation strategies. In the process of teaching, we should deepen the understanding of geographical concepts, reduce the interference of preconceptions, train students' spatial imagination ability by means of graph and text transformation, guide students to construct knowledge network independently, and pay attention to the comprehensiveness of thinking. Strengthen the training of chart skills, improve the ability of information extraction and interpretation, optimize teaching methods, avoid emotional thinking obstacles, pay more attention to students' mental health, and communicate with them. Improve students' initiative and psychological quality in geography learning.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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