高中生在区域分析中的迁移策略研究

发布时间：2019-02-27 19:19

【摘要】：依据地理课程标准的要求,在教学中着力培养学生的迁移能力,不仅可以保证学生的高效学习,更为学生解决错综的情境问题创造了可能性。相比社会科学中克里斯塔勒所提出的区域分析概念,本文所述的“区域分析”与之既有区别又有联系;既包含对相关理论的学习,又包括对理论的迁移运用。在地理学科教学中,区域分析的知识内容主要分布在必修三模块,相关内容不仅是对前两册教材知识的融合、提炼,又包含对基本原理和基础知识的提升。因此,在实际教学过程中,教师既要帮助学生学会知识,又要启发学生学会学习;既要帮助学生打下扎实的知识基础,又要培养学生运用知识的能力。依托于区域背景信息的地理知识内容,是科学知识与现实生活的有效融合,是学生知识学习的重难点,并且正逐渐成为学生能力考查的主要内容。区域分析在地理学科中涉及的知识内容繁杂,结合广泛的现实情境分析时更是会增加问题的难度。新课改的潮流更加关注教学过程中学生的全面发展,因此要求师生双方的交流不应局限于知识传授,还应该渗透科学的世界观和方法论,同时以积极的情感态度感染学生。当今的课堂教学,尤其是针对综合性、区域性、情境性的问题,不仅要考虑灵活、因材施教的教学方式,还应该在学生的学习思路中融入诸如“自主”、“元认知”、“有意义”等新颖的学习理念。在教学活动中,教师和学生都是能动的有机体,在内容灵活的课程单元中,更加应该变通教学与学习的作用模式,在不断反思和不断修正中提升师生素养。为了有效发挥师生关系的协作力量,作为有效提升学生在区域分析模块中迁移能力的研究,笔者探索了贴切现实的教、学模式。教师工作除了基本的教学任务,还突出了对学生的个性特征和发展需求的关注;学生学习则不仅要有效地汲取知识,还要有改善内化知识、运用知识的意识。本文结合了经典和现代迁移理论中的诸多观点,在对相关理论的归纳总结后,力争探索出既适应当下的课堂教学,又能有效提升学生学习能力的迁移策略。结合教育心理学、普通心理学以及青少年发展心理学中的相关研究成果,更具针对性把握了高中生在知识学习中的情感状态和认知变化。依据元认知理论,结合区域分析教学内容和学生心理,借助相应的迁移策略实现对学生主动性和积极性的培养。另外,本文还融合了当下认可度较高的学习工具和思维工具等,借以提高高中生在有限学习时间中的学习成效。通过本文的研究,希望借助多样性、丰富性的区域情境案例,在教学实践中培养学生的创新精神和创造性思维;通过改善学生的学习状态,进而增强综合性知识教学的有效性。在迁移能力提升的前提下,加强地理学科知识在生活和学习中的表现力。
[Abstract]:According to the requirement of geography curriculum standard, cultivating students' transfer ability in teaching can not only guarantee students' efficient learning, but also create possibility for students to solve complex situational problems. Compared with the concept of regional analysis put forward by Christler in the social sciences, the "regional analysis" described in this paper is different and related to it, which includes both the study of relevant theories and the transfer and application of theories. In geography teaching, the knowledge content of regional analysis is mainly distributed in the three modules of compulsory study. The related contents are not only the fusion and refinement of the first two textbooks, but also the promotion of basic principles and basic knowledge. Therefore, in the practical teaching process, teachers should not only help students learn knowledge, but also inspire students to learn, help students lay a solid foundation of knowledge, and cultivate students' ability to use knowledge. The geographical knowledge content which relies on the regional background information is the effective fusion of scientific knowledge and real life, is the important and difficult point of students' knowledge learning, and is gradually becoming the main content of students' ability examination. The knowledge content involved in regional analysis in geography science is complicated, and it is more difficult to combine with a wide range of realistic situation analysis. The trend of the new curriculum reform pays more attention to the all-round development of the middle school students in the teaching process. Therefore, the communication between teachers and students should not only be limited to the transfer of knowledge, but also permeate the scientific world outlook and methodology, and at the same time infect the students with a positive emotional attitude. In today's classroom teaching, especially for comprehensive, regional and situational problems, we should not only consider flexible and aptitude-based teaching methods, but also incorporate students' learning ideas such as "autonomy" and "metacognition". New learning ideas such as "meaningful". In teaching activities, both teachers and students are active organisms. In the flexible curriculum unit, it is more important to adapt the mode of teaching and learning, and to improve teachers and students' accomplishment in the process of continuous reflection and revision. In order to give full play to the cooperative power of teacher-student relationship and as a research to effectively improve the students' ability to transfer in the regional analysis module, the author explores the teaching and learning model which is appropriate to reality. In addition to the basic teaching tasks, teachers' work also highlights the attention to students' personality characteristics and development needs, while students' learning should not only effectively absorb knowledge, but also improve the awareness of internalizing knowledge and applying knowledge. This paper combines many views in the classical and modern transfer theories, and after summarizing the relevant theories, tries to find out the transfer strategies which can not only adapt to the present classroom teaching, but also effectively improve the students' learning ability. Combined with the relevant research results in educational psychology, general psychology and adolescent developmental psychology, the emotional state and cognitive changes of senior high school students in knowledge learning are better grasped. According to the metacognitive theory, combined with the regional analysis of teaching contents and students' psychology, the students' initiative and enthusiasm can be cultivated by means of the corresponding transfer strategies. In addition, this paper also combines the learning tools and thinking tools with high recognition, so as to improve the learning results of high school students in limited learning time. Through the research of this paper, the author hopes to cultivate students' creative spirit and creative thinking in teaching practice with the help of diverse and rich regional situation cases, and to enhance the effectiveness of comprehensive knowledge teaching by improving students' learning status. On the premise of improving migration ability, we should strengthen the expression of geography knowledge in life and 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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