基于地理活动教学的地理实践力培养策略
发布时间：2019-03-16 09:04
【摘要】：地理学科含有丰富的实践内容,具有很强的实践性,新课标将地理实践力列为地理学科的核心素养,突显其对地理学科不可替代的作用。《地理教育国际宪章(2016)》肯定地理教育于“武装下一代以知识、技能、态度”的重要性,主张在促进学生学习地理知识同时发展地理实践能力,进一步强调地理实践力于21世纪发展的重要性。本文主要在地理活动教学的基础上研究地理实践力的培养措施,地理活动侧重学生的参与实践,并被广泛运用于目前的地理课堂教学中,活动的实施过程涉及地理实践力的方方面面,对于学生地理实践力的形成有着直接的促进作用。文章首先采用文献资料法总结相关内容的研究现状,从而划分了认知型活动、交流型活动和操作型活动三类课堂地理活动,结合地理实践力包含的具体内容,又进一步细化三类课堂地理活动,认知型活动包括图表运用、材料分析,主要培养学生的信息获取能力、分析概括能力;交流型活动包括角色扮演、讨论辩论,促进学生语言表达能力和团队合作能力的获得;操作型活动包括实验操作和动手制作,锻炼和发展学生的地理观察能力和动手操作能力。通过问卷调查法分析高中课堂地理活动开展情况,从而得出目前我国高中生课堂地理实践力普遍薄弱,地理实践力培养亟待重视,在此基础上进而分析得出其存在问题主要表现为设施条件有限、活动时间紧凑、参与主体较少、课程资源单一、教师能力不足等五大方面。从地理实践力培养所存在的问题出发提出地理实践力培养的五大理论策略,即利用客观条件,创设实践环境;规划地理活动,保证实践时间;扩大参与主体,增强实践体验;开发课程资源,丰富实践内容;开展教师培训,提升自身能力。最后利用案例分析法说明基于不同类型的地理活动培养学生的地理实践力的具体措施,基于不同类型的地理活动培养地理实践力的具体措施探究在地理教学中如何结合不同类型的地理活动培养学生的地理实践力,并利用有关案例说明教学实施步骤。
[Abstract]:Geography subject contains rich practice content, has very strong practice, the new curriculum standard regards geography practice ability as the core accomplishment of geography discipline. Stressing its irreplaceable role in the subject of geography. The International Charter on Geographical Education (2016) affirms the importance of geographical education in "arming the next generation with knowledge, skills and attitudes", In order to promote the students to learn geography knowledge and develop the ability of geography practice, the importance of geography practice in the 21st century is further emphasized. On the basis of geography activity teaching, this paper mainly studies the training measures of geography practice ability. Geography activity focuses on students' participation in practice, and is widely used in the current geography classroom teaching. The implementation process of the activities involves all aspects of the geographical practice power, which directly promotes the formation of the students' geographical practice power. Firstly, the paper summarizes the research status of related contents by the method of literature materials, and then divides into three kinds of classroom geographical activities: cognitive activity, communication activity and operational activity, combining with the specific contents contained in geographical practice. And further refine the three types of classroom geographical activities, cognitive activities including chart application, material analysis, mainly to cultivate students' ability to obtain information, analysis and generalization ability; Interactive activities include role-playing, discussion and debate to promote students' ability to express language and team-work ability, and operational activities include experimental operation and hands-on production, exercise and development of students' ability to observe geography and operate hands-on ability. This paper analyzes the development of classroom geography activities in senior high school by means of questionnaire survey, so as to draw a conclusion that the practical ability of classroom geography of senior high school students in China is generally weak. On the basis of this analysis, it is concluded that the existing problems are as follows: limited facilities, compact activity time, less participants, single curriculum resources and insufficient teachers' ability. Based on the problems existing in the training of geographical practical power, this paper puts forward five theoretical strategies for the cultivation of geographical practical power, that is, to create a practical environment by using objective conditions, to plan geographical activities, to ensure practical time, to expand the main body of participation, and to enhance practical experience. Develop curriculum resources, enrich practice content; carry out teacher training, improve their own ability. Finally, a case analysis method is used to illustrate the concrete measures to cultivate students' geographical practice power based on different types of geographical activities. How to combine different types of geographical activities to cultivate students' practical ability of geography in geography teaching, and explain the steps of teaching practice by using relevant cases, based on the specific measures of cultivating the practical ability of geography based on different types of geographical activities.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55
本文编号：2441119
[Abstract]:Geography subject contains rich practice content, has very strong practice, the new curriculum standard regards geography practice ability as the core accomplishment of geography discipline. Stressing its irreplaceable role in the subject of geography. The International Charter on Geographical Education (2016) affirms the importance of geographical education in "arming the next generation with knowledge, skills and attitudes", In order to promote the students to learn geography knowledge and develop the ability of geography practice, the importance of geography practice in the 21st century is further emphasized. On the basis of geography activity teaching, this paper mainly studies the training measures of geography practice ability. Geography activity focuses on students' participation in practice, and is widely used in the current geography classroom teaching. The implementation process of the activities involves all aspects of the geographical practice power, which directly promotes the formation of the students' geographical practice power. Firstly, the paper summarizes the research status of related contents by the method of literature materials, and then divides into three kinds of classroom geographical activities: cognitive activity, communication activity and operational activity, combining with the specific contents contained in geographical practice. And further refine the three types of classroom geographical activities, cognitive activities including chart application, material analysis, mainly to cultivate students' ability to obtain information, analysis and generalization ability; Interactive activities include role-playing, discussion and debate to promote students' ability to express language and team-work ability, and operational activities include experimental operation and hands-on production, exercise and development of students' ability to observe geography and operate hands-on ability. This paper analyzes the development of classroom geography activities in senior high school by means of questionnaire survey, so as to draw a conclusion that the practical ability of classroom geography of senior high school students in China is generally weak. On the basis of this analysis, it is concluded that the existing problems are as follows: limited facilities, compact activity time, less participants, single curriculum resources and insufficient teachers' ability. Based on the problems existing in the training of geographical practical power, this paper puts forward five theoretical strategies for the cultivation of geographical practical power, that is, to create a practical environment by using objective conditions, to plan geographical activities, to ensure practical time, to expand the main body of participation, and to enhance practical experience. Develop curriculum resources, enrich practice content; carry out teacher training, improve their own ability. Finally, a case analysis method is used to illustrate the concrete measures to cultivate students' geographical practice power based on different types of geographical activities. How to combine different types of geographical activities to cultivate students' practical ability of geography in geography teaching, and explain the steps of teaching practice by using relevant cases, based on the specific measures of cultivating the practical ability of geography based on different types of geographical activities.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55
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