中学地理课程概念教学的分析与探讨

发布时间：2018-04-28 20:15

本文选题：地理概念教学 + 中学地理　；参考：《陕西师范大学》2015年硕士论文

【摘要】：地理概念是人们对客观地理事物本质属性的抽象概括,是最基本的地理思维形式和单元,是地理课程学习的奠基石。在基础教育课程改革的背景下,地理概念的基础性地位决定了,要加强对概念的重视程度,并关注学生的能力发展。同时,作为科学素养培养的主要内容之一,地理概念亦逐渐引起国际地理教育界的重视,并引发人们对如何开展概念教学、怎样加强学生的概念理解与运用能力等问题的思考。本文就地理概念教学这一问题,从教、学、评三个方面进行了综合分析,对一线教学活动的开展,具有一定的借鉴和指导意义。本研究以教育学、心理学的基础理论为支撑,借鉴国内外地理概念教学的研究成果,从地理学科的特点出发,对中学地理概念体系进行分析。通过文献研究,为调查的开展与策略构建提供了基础平台。此外,通过自编调查问卷《中学地理概念教学调查问卷》,面向382名中学生,对地理概念的学习与教学现状及其存在的问题进行调查。基于此笔者结合自身教学经验,对地理概念的教学策略与学习策略提出可行性建议。同时对地理概念的高考试题进行解析,并构建地理概念的教学评价体系。最后结合具体教学案例“城市化”,对本文提出的教学策略、学习策略及评价体系加以运用。通过对调查问卷的结果进行统计分析,发现目前的中学地理概念教学存在以下问题。教师方面主要表现为：忽视地理概念的重要性；忽视学生的认知特点；忽视学生的前概念；忽视学生的概念学习过程；评价方法较单一。学生方面的问题突出表现为：地理概念学习的动机不强；空间思维能力有待提升；概念辨析能力较薄弱；学习方法需进一步改善。针对概念教学存在的主要问题,对教师的地理概念教学策略进行构建：首先,根据学生的前概念,通过预设陷阱、呈现反例、现场演示或小组合作,创设认知冲突,促进概念转变；其次,构建概念图,使学生形成概念体系：最后,根据学生的认知特点,教学方法有所侧重：对初中生应多采取直观教学手段；对高中生则多采用先行组织者策略。同时,从概念认知、元认知及资源管理三个层面出发对学生的地理概念学习策略进行构建。其中认知策略分三个阶段：首先,在地理概念的习得阶段,从生活经验出发,以获得概念理解捷径；利用主观感知,以丰富地理表象；联系已有知识,以促进概念同化。其次,在地理概念的巩固阶段,进行变式练习,以掌握概念的本质属性；通过概念间的对比,加深对概念特性的认识；通过各种组织策略,以完善概念结构。最后,在地理概念的应用阶段,注重概念的灵活运用。元认知策略可通过启发式自我提问、合作式相互提问、出声式思维训练以及归纳式错题整理四个方面进行训练。资源管理策略包括时间管理、学习资源管理、努力管理及学习求助等。高考对地理概念的考查,从来源上看有课内考查与课外考查两种形式,从内容上看包括对概念内涵的考查、对概念外延的考查及对概念间关系的考查三种形式,考查形式较灵活,对学生知识与能力的考查较全面。同时本文从教学目标的三个维度出发,以师生统一、动静结合为基本原则,建立了地理概念教学的评价体系。本文的创新之处在于,归纳了地理概念体系的特点,专门探究了学生对地理概念的学习策略,并提出了针对性的概念教学评价体系,综合分析与探讨了地理概念教学的教、学、评三个方面,研究范围较为全面。
[Abstract]:Geography concept is an abstract generalization of the essential attributes of objective geographical objects . It is the foundation of geography curriculum study . In the context of the reform of basic education curriculum , the author makes a comprehensive analysis on the teaching strategies and learning strategies of geography concepts .
Neglecting the cognitive characteristics of students ;
Neglecting the students ' pre - concept ;
Neglecting students ' concept learning process ;
The evaluation method is relatively simple , and the problem of students ' problems is : the motivation of geography concept learning is not strong ;
Space thinking ability needs to be improved ;
The concept differentiation ability is weak ;
The learning method needs to be further improved . In view of the main problems existing in the concept teaching , the author constructs the teaching strategy of the teacher ' s geographical concept : Firstly , according to the students ' pre - concept , through the pre - set trap , the presentation of the counterexample , the on - site demonstration or the group cooperation , the creation of cognitive conflict , the promotion of the conceptual change ;
Secondly , the concept map is constructed so that the students form a conceptual system . Finally , according to the students ' cognitive characteristics , the teaching methods are focused on :
At the same time , from three aspects of concept cognition , meta - cognition and resource management , the author constructs a learning strategy for students ' geographical concept .
The subjective perception is used to enrich the geographical representation ;
Contact the existing knowledge to promote the assimilation of concepts . Secondly , in the consolidation phase of the geographical concept , a variable exercise is carried out to master the essential attributes of the concept ;
Through the comparison between the concepts , the understanding of the concept characteristics is deepened ;
Based on the three dimensions of the teaching goal , the paper summarizes the characteristics of the concept , explores the learning strategies of the students ' knowledge and ability , and puts forward the teaching evaluation system of the concept teaching , and analyses and discusses the teaching , learning and evaluation of the geography concept teaching .

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

【参考文献】