人教版高中地理必修教材综合思维初探
发布时间：2019-06-18 20:14
【摘要】：在时代的潮流中,教育总是随着科技的进步和社会的发展在完善自身,中国的教育发展历经八次课程改革,就是为了培养符合时代进步的完整的人。2014年3月,教育部教基二[2014]4号印发《关于全面深化课程改革,落实立德树人根本任务的意见》(以下简称《意见》),拉开了面对新情况的新一轮课程改革的大幕。其中明确强调立德树人是此次新课改的根本任务,首次提出的学生发展核心素养体系是关键领域和主要环节。落实到地理学科上,其包含学科特性的地理学科核心素养也在紧锣密鼓的制定中。地理核心素养不仅仅需要地理专家的意见,也需要一线地理教师和地理学科专业的学生的关注和了解。笔者通过查阅相关文献和考察学校的教学情况,发现在高中地理学习中,作为地理知识的载体,学生首先接触的就是教材,教材中怎样体现地理学科核心素养下最具地理学科特色的综合思维,教师怎么在现有的教学设备下表现出来成为笔者的研究目标。本文采用文献法、数理统计法和观察法等研究方法,对人教版地理必修教材进行地理核心素养中的综合素养部分的分析。首先根据综合思维的定义确定在必修教材中体现综合素养的知识范围,其次针对这些知识进行综合思维的维度分类,最后选择教学方法进行综合思维的恰当表现,为一线教师提供教学方法上的选择案例。根据此行文过程,本文被分为五大章节:第一章为引言,主要介绍本文的研究背景,阐明研究的意义,介绍国内外对核心素养的研究现状,确定主要研究内容,选择研究方法和技术路线。第二章从核心素养到地理核心素养再到综合思维,对综合思维进行层层递进,层层深入的解析。第三章针对受众最广泛的人教版必修教材进行综合思维的维度分析并举例。第四章在综合思维维度分析的基础上,对综合思维进行教学案例分析。第五章为总结部分,主要总结本文主要观点和研究成果,以及自身存在的不足。
[Abstract]:In the trend of the times, education is always perfecting itself with the progress of science and technology and the development of society. The development of education in China has gone through eight curriculum reforms, that is, to train a complete person in line with the progress of the times. In March 2014, the Ministry of Education issued opinions on comprehensively deepening Curriculum Reform and implementing the fundamental Task of Li de Shu Man (hereinafter referred to as "opinions"). Opened the new round of curriculum reform in the face of the new situation. Among them, it is clearly emphasized that Li Deshu is the fundamental task of the new curriculum reform, and the core literacy system proposed for the first time is the key field and main link. When it comes to geography, the core literacy of geography, which contains the characteristics of geography, is also in the process of being formulated. The core literacy of geography needs not only the advice of geography experts, but also the attention and understanding of a line of geography teachers and students majoring in geography. By consulting the relevant literature and investigating the teaching situation of the school, the author finds that in the geography learning of senior high school, as the carrier of geography knowledge, the first thing students come into contact with is the teaching material. How to embody the comprehensive thinking of geography subject characteristics under the core literacy of geography in the teaching material, and how to show it under the existing teaching equipment has become the author's research goal. By using the methods of literature, mathematical statistics and observation, this paper analyzes the comprehensive literacy in the geography core literacy of the compulsory geography textbooks. First of all, according to the definition of comprehensive thinking, the scope of knowledge reflecting comprehensive literacy in compulsory teaching materials is determined. Secondly, the dimensions of comprehensive thinking are classified according to these knowledge. Finally, the teaching methods are selected for the appropriate expression of comprehensive thinking, so as to provide first-line teachers with the choice of teaching methods. According to the process of this writing, this paper is divided into five chapters: the first chapter is the introduction, which mainly introduces the research background of this paper, clarifies the significance of the research, introduces the research status of core literacy at home and abroad, determines the main research contents, and selects the research methods and technical routes. The second chapter from the core literacy to the geographical core literacy to the comprehensive thinking, the comprehensive thinking layer by layer progressive, layer by layer in-depth analysis. The third chapter analyzes the dimension of comprehensive thinking and gives examples for the most extensive audience of compulsory textbooks. The fourth chapter analyzes the teaching case of comprehensive thinking on the basis of the analysis of comprehensive thinking dimension. The fifth chapter is the summary part, mainly summarizes the main viewpoints and research results of this paper, as well as its own shortcomings.
【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
[Abstract]:In the trend of the times, education is always perfecting itself with the progress of science and technology and the development of society. The development of education in China has gone through eight curriculum reforms, that is, to train a complete person in line with the progress of the times. In March 2014, the Ministry of Education issued opinions on comprehensively deepening Curriculum Reform and implementing the fundamental Task of Li de Shu Man (hereinafter referred to as "opinions"). Opened the new round of curriculum reform in the face of the new situation. Among them, it is clearly emphasized that Li Deshu is the fundamental task of the new curriculum reform, and the core literacy system proposed for the first time is the key field and main link. When it comes to geography, the core literacy of geography, which contains the characteristics of geography, is also in the process of being formulated. The core literacy of geography needs not only the advice of geography experts, but also the attention and understanding of a line of geography teachers and students majoring in geography. By consulting the relevant literature and investigating the teaching situation of the school, the author finds that in the geography learning of senior high school, as the carrier of geography knowledge, the first thing students come into contact with is the teaching material. How to embody the comprehensive thinking of geography subject characteristics under the core literacy of geography in the teaching material, and how to show it under the existing teaching equipment has become the author's research goal. By using the methods of literature, mathematical statistics and observation, this paper analyzes the comprehensive literacy in the geography core literacy of the compulsory geography textbooks. First of all, according to the definition of comprehensive thinking, the scope of knowledge reflecting comprehensive literacy in compulsory teaching materials is determined. Secondly, the dimensions of comprehensive thinking are classified according to these knowledge. Finally, the teaching methods are selected for the appropriate expression of comprehensive thinking, so as to provide first-line teachers with the choice of teaching methods. According to the process of this writing, this paper is divided into five chapters: the first chapter is the introduction, which mainly introduces the research background of this paper, clarifies the significance of the research, introduces the research status of core literacy at home and abroad, determines the main research contents, and selects the research methods and technical routes. The second chapter from the core literacy to the geographical core literacy to the comprehensive thinking, the comprehensive thinking layer by layer progressive, layer by layer in-depth analysis. The third chapter analyzes the dimension of comprehensive thinking and gives examples for the most extensive audience of compulsory textbooks. The fourth chapter analyzes the teaching case of comprehensive thinking on the basis of the analysis of comprehensive thinking dimension. The fifth chapter is the summary part, mainly summarizes the main viewpoints and research results of this paper, as well as its own shortcomings.
【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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10 滕s，
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