论高中地理教学中生态美育的实施

发布时间：2018-04-12 10:06

本文选题：高中地理教学 + 生念美育　；参考：《南京师范大学》2015年硕士论文

【摘要】：进入21世纪以来,生态问题成为了举世关注的焦点,严重的环境污染和生态破坏,已经直接威胁到了人们的生存。生态美育由此应运而生。本文通过文献研究法,总结了生态美育在地理教学中的相关研究动态,研究了生态美育的两大内涵：生态审美观和生态存在观,指出生态美育的主要特征包括形象性、情感性和参与性,并在此基础上对生态美育和生态教育进行了教育目标、教育方式和教育内容上的区别。针对高中地理学生,结合自身的教学实践,从高中地理课程标准、高中地理教学现状、自然和社会环境的恶化、青少年正确审美价值观的建构和生态美育自身发展五个角度,详细论述了在高中地理教学中实施生态美育的必要性,而可行性则体现在高中地理教材中富含生态美育素材、高中生已具备进行生态审美的能力并积累了一定的生态审美体验,明确了生态美育在帮助学生建立正确的生态审美态度、生态审美生活方式、生态存在意识以及促进高中地理学科教学方面的意义。在生态美育实施原则的指导下,运用自己实际的教学案例,总结出在高中地理教学过程中实施生态美育的四条主要途径：一是重视发掘地理教学素材,提升学生生态审美感知,是优化设计地理教学过程,加深学生生态审美领悟,三是合理开展地理课外活动,增强学生生态审美体验,四是加强地理教师美育素养,提升学生生态审美成效。本文的研究,在理论上对构建高中地理审美化教育模式具有借鉴意义；在现实中,对培养学生正确的生态存在观和生态审美观,提高学科教学效果等方面提供了有效的教学途径。
[Abstract]:Since the beginning of the 21st century, ecological problems have become the focus of worldwide attention. Serious environmental pollution and ecological destruction have directly threatened people's survival.Ecological aesthetic education emerged as the times require.This paper summarizes the related research trends of ecological aesthetic education in geography teaching through literature research, studies the two connotations of ecological aesthetic education: ecological aesthetics and ecological existential view, and points out that the main characteristics of ecological aesthetic education include visualization.On the basis of emotion and participation, the differences between ecological aesthetic education and ecological education are made on the basis of the educational objectives, educational methods and educational contents.Aiming at senior high school geography students, combining with their own teaching practice, from five angles of high school geography curriculum standard, current situation of geography teaching in senior high school, deterioration of natural and social environment, construction of correct aesthetic values of teenagers and self-development of ecological aesthetic education,The necessity of implementing ecological aesthetic education in senior high school geography teaching is discussed in detail, and the feasibility is reflected in the high school geography teaching material rich in ecological aesthetic materials. High school students have the ability to carry out ecological aesthetic appreciation and have accumulated certain ecological aesthetic experience.The significance of ecological aesthetic education in helping students to establish correct ecological aesthetic attitude, ecological aesthetic life style, ecological consciousness of existence and the promotion of geography teaching in senior high school is clarified.Under the guidance of the implementation principles of ecological aesthetic education, this paper sums up four main ways of implementing ecological aesthetic education in the process of geography teaching in senior high school by using its own practical teaching cases: first, it pays attention to excavating the teaching materials of geography and promoting students' ecological aesthetic perception.It is to optimize the design of geography teaching process, deepen students' ecological aesthetic comprehension, develop geography extracurricular activities reasonably, enhance students' ecological aesthetic experience, and fourth, strengthen geography teachers' aesthetic literacy and enhance students' ecological aesthetic effect.The research in this paper is of great significance to the construction of the model of geography aesthetic education in senior high school theoretically, and to the cultivation of students' correct view of ecological existence and aesthetics in reality.It provides an effective way to improve the teaching effect of the subject.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

【参考文献】