高中生气质差异对地理核心素养习得的影响分析

发布时间：2019-06-04 22:54

【摘要】：在当前我国的中学地理教学研究中,研究者对个性心理与地理核心素养习得之间相关性的研究非常少;气质类型理论是个性心理的重要组成部分,气质类型差异也是学生个体差异的重要体现。因此,研究高中生气质类型对地理核心素养习得的影响,不仅可以对气质类型与地理核心素养习得的相关性有较深的理解与认识,也可以在一定程度上从气质方面探究个性心理与地理核心素养习得之间的关系。由此看来,高中生气质类型差异与其地理核心素养习得之间的相关性有较高的研究价值。通过本次研究,不仅可以丰富地理核心素养领域与气质领域的理论研究内容,也可从中得到对地理核心素养教学的启发,为我国高中地理教学开拓新思路。在本次研究中,以气质类型理论与地理核心素养相关理论为主要依据,对高二普通文科班162名学生,进行针对个体气质类型与地理核心素养现状的问卷调查,并分别对学生气质类型、不同气质类型学生地理核心素养上的得分情况、不同气质类型学生人地协调观素养、综合思维素养、区域认知素养、地理实践力素养得分情况的调查结果进行统计和数据分析。通过对问卷数据的统计与分析,笔者开始探寻其中的规律,并对其中的规律加以总结,得出高中生气质类型差异与地理核心素养之间的确存在一定相关性,并进行逐一论述;其中的相关性主要表现在:首先,多血质气质类型学生在地理核心素养习得过程中表现出“气质优势”,抑郁质气质类型学生在地理核心素养习得过程中表现出“气质劣势”。其次,从地理核心素养不同方面来看,在人地协调观素养上,各气质类型并没有表现出明显的气质优势和气质劣势;在综合思维素养上,抑郁质的学生表现出一定的气质劣势,但没有优势气质;在区域认知素养与地理实践力素养上,多血质都表现出气质优势,而抑郁质表现出气质劣势。以上结果与各个气质类型高中生不同的气质特点有关系。本文在研究分析的基础上,还为高中地理教师进行地理核心素养培养提出了几点建议:第一、地理教师要努力学习气质理论知识与地理核心素养知识。第二、地理教学过程中要注意克服气质偏见。第三、多种地理教学方法相结合,适应学生气质类型多样化的特点。第四、地理教学过程中对不同气质类型学生因材施教,趋利避害。第五、选择适合不同气质类型学生的地理学科评价方法。第六、增强高中生对自身气质特点的认识,提高高中生元认知能力。第七、培养不同气质学生发现学习能力,促进地理核心素养的习得。
[Abstract]:In the current research of geography teaching in middle schools in our country, there is little research on the correlation between personality psychology and the acquisition of geography core literacy. The theory of temperament type is an important part of personality psychology, and the difference of temperament type is also an important embodiment of students' individual difference. Therefore, by studying the influence of temperament types on geography core literacy acquisition, we can not only have a deep understanding and understanding of the correlation between temperament types and geography core literacy acquisition. To some extent, the relationship between personality psychology and geographical core literacy acquisition can also be explored from the aspect of temperament. Therefore, the correlation between the difference of temperament types and the acquisition of geographical core literacy of senior high school students is of high research value. Through this study, we can not only enrich the theoretical research content in the field of geography core literacy and temperament, but also get the inspiration to the teaching of geography core literacy, and open up new ideas for geography teaching in senior high school in our country. In this study, based on the theory of temperament type and the theory of geographical core literacy, 162 students in senior two general liberal arts class were investigated by questionnaire on the types of individual temperament and the present situation of geographical core literacy. And the students of different temperament types, different temperament types of students' geographical core literacy scores, different temperament types of students' coordinated view of literacy, comprehensive thinking literacy, regional cognitive literacy, The survey results of geographical practice literacy score are statistically and statistically analyzed. Through the statistics and analysis of the questionnaire data, the author begins to explore the laws, and summarizes the laws, and concludes that there is a certain correlation between the differences of temperament types and geographical core literacy of senior high school students, and discusses them one by one. The correlation is mainly manifested in: first of all, the students of multi-blood temperament type show "temperament advantage" in the process of geographical core literacy acquisition, and the students of depressive temperament type show "temperament disadvantage" in the process of geography core literacy acquisition. Secondly, from the different aspects of geographical core literacy, in the concept of human-land coordination literacy, each temperament type does not show obvious temperament advantages and temperament disadvantages; In the comprehensive thinking literacy, the depressed students show certain temperament inferiority, but there is no advantage temperament; in the regional cognitive literacy and geographical practice literacy, many blood quality shows temperament advantages, while depression shows temperament inferiority. The above results are related to the different temperament characteristics of high school students with different temperament types. On the basis of research and analysis, this paper also puts forward some suggestions for senior high school geography teachers to cultivate geography core literacy: first, geography teachers should strive to learn temperament theory knowledge and geography core literacy knowledge. Second, we should pay attention to overcoming temperament prejudice in the process of geography teaching. Third, a variety of geography teaching methods are combined to adapt to the characteristics of diversified temperament types of students. Fourth, in the process of geography teaching, students of different temperament types should be taught according to their aptitude and seek advantages and avoid disadvantages. Fifth, choose the geography subject evaluation method which is suitable for different temperament type students. Sixth, enhance the understanding of their temperament characteristics of senior high school students, improve the metacognition ability of senior high school students. Seventh, cultivate students with different temperament to find learning ability and promote the acquisition of geographical core literacy.
【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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