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高中地理概念教学的现状与改进策略研究

【作者】 武凡

【导师】 李小妹;

【作者基本信息】 陕西师范大学, 教育硕士(专业学位), 2019, 硕士

【摘要】 在新课改的背景下,学生地理核心素养的培养成为地理课堂教学的价值追求。地理概念作为地理知识的重要组成部分,是学生学习地理规律和地理原理知识的前提和基础,也是高中地理教学的重点内容。然而,在实际的教学中,学生在地理概念学习中存在很大的困难。本研究基于信息加工理论、情境认知与学习理论和建构主义理论,对高中地理概念教学策略进行改进,旨在帮助学生更好的学习地理概念。本文采用文献研究法、问卷调查法、访谈法以及实验法等研究方法,对高中地理概念的分类、教学现状以及地理概念教学策略等进行了研究,获得如下结论:(1)通过运用问卷调查法和访谈法对目前高中地理概念的教学现状进行了调查,发现了目前高中地理概念教学中存在以下问题。学生方面主要表现为:地理概念的学习动机不强;学生的学习方法不当;对地理概念的迁移能力较弱。教师方面主要表现为:对地理概念教学的重视不够;忽视学生的前概念;对地理概念教学方法了解不够;缺乏对课后作业的设计以及对学生评价方法较为单一。(2)针对目前高中地理概念教学中存在的问题,对高中地理概念教学策略进行了相应的改进。首先,在宏观教学策略层面,在地理概念引入阶段应注重对学生已有概念的分析;在形成阶段应注重创设直观教学情境和方法教学;在巩固阶段强调运用思维工具来实现对所学知识的整合;在应用阶段应重视对课后作业的设计。其次,在微观层面,单独地理概念应加强对概念本质属性的掌握;一般地理概念要加强学生在归纳演绎的过程中实现对概念的理解;集合地理概念则可以组织学生在分析案例的过程中形成对概念完整的认识。(3)运用实验研究法和问卷调查法对高中地理概念的改进策略进行了验证,发现本文所提出的教学策略能够有效地提高学生学习地理概念的兴趣,有助于学生更好地掌握地理概念知识,同时也有助于提升目前高中地理概念的教学效果。

【Abstract】 With the development of the new round of geography curriculum reform in China,the cultivation of geographical core literacy has become the value pursuit of geography classroom teaching,and put forward higher requirements for students’geography learning.As an important part of geographical knowledge,the concept of geography is the key for students to master the laws of geography knowledge.However,in practical teaching,students have great difficulties in the study of geographical concepts.Based on information processing theory,situational cognition and learning theory and constructivism theory,this study improves the high school geography concept teaching strategy to help students better study the concept of geography.This paper uses literature research method,questionnaire survey’method,interview method and experimental method to conduct a systematic study on the classification of high school geography concepts,teaching status and geographical concept teaching strategies.The conclusions are as follows:(1)Through the use of questionnaire survey and interview method,the current situation in the teaching of high school geography concept is analyzed,and the following problems exist in the teaching of high school geography concept.The main manifestations of students are:the motivation of the concept of geography is not strong;the learning method of students is not appropriate;the ability to migrate geographical concepts is weak.The main aspects of the teacher are:insufficient attention to the teaching of geographical concept;neglecting the former concept of the student;insufficient understanding of the teaching method of the geographical concept;lack of design for the after-school assignment and a single evaluation method for the student.(2)In view of the problems existing in the current high school geography concept teaching,the high school geography concept teaching strategy has been improved accordingly.First of all,at the level of macro-teaching strategy,we should pay attention to the analysis of students’existing concepts in the introduction of geographical concept;in the formation stage,we should focus on creating intuitive teaching situations and method teaching;in the consolidation stage,we should emphasize the use of thinking tools to achieve the knowledge we have learned.Integration;attention should be paid to the design of after-school assignments during the application phase.Secondly,at the micro level,the concept of individual geography should strengthen the mastery of the essential attributes of the concept;the general concept of geography should strengthen students’understanding of concepts in the process of inductive deduction;the concept of collective geography can organize students to form in the process of analyzing cases.(3)Using the experimental research to verify the implementation effect of the high school geography concept teaching strategy,it is found that the teaching strategy proposed in this paper can effectively improve the students’interest in learning the concept of geography.and promote students to better grasp the knowledge of geographical concept and promote the promotion.

  • 【网络出版投稿人】 陕西师范大学
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