高中生地理读图障碍归类及原因分析
发布时间：2018-10-16 17:24
【摘要】：地图以其形象、内涵丰富的特有表述方式,表现出最直观、最简明的地理知识,它是传递地理信息的重要载体。阅读地理图表是地理学习中最重要的活动之一,而读图能力的高低也直接决定了地理学习的效果。但在实际的教学中,笔者发现一些高中生在地理读图学习中由于读图障碍的出现,导致地理学习效率低下,学习兴趣大打折扣。本文以地图学理论、地理教学方法理论、教育心理学理论为基础。从学生和教师两方面入手,对高中生在地理读图学习中的障碍进行调查,不仅对学生的读图方法、读图环境、各类图表的阅读障碍以及教师的用图环境、地图教学现状等进行统计分析；而且以学生和教师的访谈内容为基础,根据扎根理论原理,自下而上地对访谈内容进行逐级编码,最后归纳出学生读图过程中的障碍类目。紧随读图障碍类目分析,对造成障碍的原因进行分析,并提出应对障碍的可行性策略。得出如下结论：高中生地理读图障碍主要有7类,分别为：地图特点障碍、客观因素障碍、个人情绪障碍、知识储备障碍、读图习惯障碍、读图技能障碍、教学支持障碍。而地图特点、学生自身、教师、学校及家庭四个方面,如地图具有信息繁多的特点,学生读图的消极情绪、不良的读图习惯,教师地图教学方式欠佳,学校及家庭地图学习氛围不强等,则是造成高中生产生诸多读图障碍的原因。针对原因提出克服读图障碍的策略有：学生加强知识记忆,改变不良读图习惯等,教师合理调整教学方式,多关注和激励学生等。基于访谈原始内容的学生读图障碍归类分析,更能反映学生读图的实际障碍,对学生进行地图学习、教师进行地图教学都有一定的指导意义。这不仅可以使学生正视自己存在的读图障碍,做出相应的努力,而且可以使教师准确把握学生的读图障碍,因“障”施教。
[Abstract]:Map is an important carrier of geographic information transmission because of its image and rich special expression, showing the most intuitionistic and concise geographical knowledge. Reading geographical graph is one of the most important activities in geography learning, and the ability of reading map directly determines the effect of geography learning. However, in the actual teaching, the author found that some senior high school students in geography reading map learning because of the emergence of obstacles, resulting in low efficiency of geography learning, learning interest greatly reduced. This paper is based on the theory of cartography, the theory of geography teaching method and the theory of educational psychology. From the two aspects of students and teachers, this paper investigates the obstacles of senior high school students in the study of geography map reading, not only the students' reading method, the reading environment, the reading obstacle of all kinds of charts and the teachers' drawing environment. On the basis of the interview content of students and teachers, according to the principle of rooted theory, the interview content is coded from bottom to top, and finally the obstacle categories in the process of students' reading map are summed up. This paper analyzes the causes of obstacles and puts forward feasible strategies to deal with them. The conclusions are as follows: there are seven main obstacles in geography map reading for senior high school students, which are map characteristic obstacle, objective factor obstacle, personal emotion obstacle, knowledge reserve obstacle, map reading habit obstacle, map reading skill obstacle, teaching support obstacle. The map features, students themselves, teachers, schools and families, such as map has a variety of information characteristics, students' negative mood to read the map, bad map reading habits, teachers map teaching methods are not good. The school and family map learning atmosphere is not strong, which is the cause of many high school students reading map obstacles. In view of the reasons, the strategies to overcome the obstacles of reading map are put forward, such as strengthening students' knowledge memory, changing bad reading habits and so on, adjusting teaching methods reasonably, paying more attention to and encouraging students and so on. The classification and analysis of students' reading obstacles based on the original contents of interviews can reflect the actual obstacles of students' reading maps, and it has certain guiding significance for students to learn maps and teachers to teach maps. This can not only make students face up to their own obstacles in reading pictures and make corresponding efforts, but also make teachers grasp accurately the obstacles of reading drawings of students and teach them because of obstacles.
【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
本文编号：2275109
[Abstract]:Map is an important carrier of geographic information transmission because of its image and rich special expression, showing the most intuitionistic and concise geographical knowledge. Reading geographical graph is one of the most important activities in geography learning, and the ability of reading map directly determines the effect of geography learning. However, in the actual teaching, the author found that some senior high school students in geography reading map learning because of the emergence of obstacles, resulting in low efficiency of geography learning, learning interest greatly reduced. This paper is based on the theory of cartography, the theory of geography teaching method and the theory of educational psychology. From the two aspects of students and teachers, this paper investigates the obstacles of senior high school students in the study of geography map reading, not only the students' reading method, the reading environment, the reading obstacle of all kinds of charts and the teachers' drawing environment. On the basis of the interview content of students and teachers, according to the principle of rooted theory, the interview content is coded from bottom to top, and finally the obstacle categories in the process of students' reading map are summed up. This paper analyzes the causes of obstacles and puts forward feasible strategies to deal with them. The conclusions are as follows: there are seven main obstacles in geography map reading for senior high school students, which are map characteristic obstacle, objective factor obstacle, personal emotion obstacle, knowledge reserve obstacle, map reading habit obstacle, map reading skill obstacle, teaching support obstacle. The map features, students themselves, teachers, schools and families, such as map has a variety of information characteristics, students' negative mood to read the map, bad map reading habits, teachers map teaching methods are not good. The school and family map learning atmosphere is not strong, which is the cause of many high school students reading map obstacles. In view of the reasons, the strategies to overcome the obstacles of reading map are put forward, such as strengthening students' knowledge memory, changing bad reading habits and so on, adjusting teaching methods reasonably, paying more attention to and encouraging students and so on. The classification and analysis of students' reading obstacles based on the original contents of interviews can reflect the actual obstacles of students' reading maps, and it has certain guiding significance for students to learn maps and teachers to teach maps. This can not only make students face up to their own obstacles in reading pictures and make corresponding efforts, but also make teachers grasp accurately the obstacles of reading drawings of students and teach them because of obstacles.
【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
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