基于地理科学素养的初中地理陈述性知识教学策略研究

发布时间：2018-09-18 17:09

【摘要】：地理科学素养是公众科学素养的重要组成部分,同时也是地理素养的重要组成部分。随着时代的发展,人口问题、资源问题、环境问题、区域经济差异等全球性问题越来越突出,培养具有责任心和世界观念的公民,已成为国际社会公认的教育新理念,在这方面,地理教育具有其他学科无法替代的作用。然而,初中地理知识点多、面广,涉及到大量的术语、地名、数据、现象、分布等陈述性知识需要理解和记忆。这些知识都是地理学科最基本的知识,记忆和掌握这些知识是进一步学习和研究地理的关键,是提高地理科学素养的必要前提。本研究主要以七年级上、下册教材中陈述性知识为例,以地理课程标准为中介,通过解读地理陈述性知识的教学目标,探求出地理陈述性知识的教学与培养地理科学素养具有一定的相关性。不同类型的陈述性知识在教学中虽然都是以培养各种地理科学素养为主,但各有侧重。通过分析得出以下结果：地理术语知识的教学以培养地理科学知识为主；地理名称知识的教学以培养地理科学知识、地理科学方法为主；地理现象知识的教学以培养地理科学知识、地理科学能力为主；地理数据知识的教学以培养地理科学知识(定量数据和顺序数据)、地理科学能力(比例数据)为主；地理分布知识的教学以培养地理科学知识、地理科学方法、地理科学能力为主。依据此相关性及目前地理陈述性知识教学现状,提出了基于地理科学素养的初中地理陈述性知识教学原则,即整体性、主体性、针对性、过程性。在此基础上,探讨了基于地理科学素养的地理陈述性知识的教学策略。根据地理陈述性知识的类型不同,基于地理科学素养的地理陈述性知识的教学策略包括五个部分：基于地理科学素养的地理术语教学策略——联结策略、动手活动策略、自主学习策略；基于地理科学素养的地理名称教学策略——发散思维策略；基于地理科学素养的地理现象教学策略——重视经验策略、情境策略；基于地理科学素养的地理数据教学策略——图表策略、借比策略；基于地理科学素养的地理分布教学策略——读图策略、还原知识策略等。并通过为期八周的实验教学,验证了其具有一定的可行性和可借鉴性。
[Abstract]:Geographical scientific literacy is an important part of public scientific literacy, but also an important part of geographical literacy. With the development of the times, the problems of population, resources, environment, regional economic differences and other global problems are becoming more and more prominent. It has become a new concept of education recognized by the international community to cultivate a responsible and cosmopolitan citizen. In this regard, geography education has an irreplaceable role in other disciplines. However, there are many geographical knowledge points in junior high school, involving a large number of terms, place names, data, phenomena, distribution and other declarative knowledge needs to be understood and remembered. These knowledge are the most basic knowledge of geography, memory and mastery of these knowledge is the key to further study and study geography, is the necessary prerequisite to improve geography scientific literacy. This study mainly takes the declarative knowledge in the seventh grade and the next textbook as an example, takes the geography curriculum standard as the intermediary, and interprets the teaching goal of the geographical declarative knowledge. To explore the relationship between the teaching of geographical declarative knowledge and the cultivation of geographical scientific literacy. Different types of declarative knowledge in teaching are mainly to cultivate various geographical scientific literacy, but they have their own emphasis. The following results are obtained from the analysis: the teaching of geographical terminology knowledge is mainly to cultivate geographical scientific knowledge, the teaching of geographical name knowledge is to cultivate geographical scientific knowledge, and the method of geographical science is the main method. The teaching of geography phenomenon knowledge is to cultivate geography science knowledge, geography science ability is the main way, geography data knowledge teaching is to cultivate geography science knowledge (quantitative data and sequence data), geography science ability (proportion data); The teaching of geographical distribution knowledge is mainly to cultivate geography science knowledge, geography science method and geography science ability. According to this correlation and the present situation of geography declarative knowledge teaching, this paper puts forward the teaching principles of geography declarative knowledge in junior high school based on geography scientific literacy, that is, integrity, subjectivity, pertinence and process. On this basis, the teaching strategy of geographical declarative knowledge based on geographical scientific literacy is discussed. According to the different types of geographical declarative knowledge, the teaching strategy of geographical declarative knowledge based on geographical scientific literacy includes five parts: the teaching strategy of geographical terminology based on geographical scientific literacy, the strategy of connection, the strategy of hands-on activity. Autonomous learning strategy; geographical name teaching strategy based on geographical scientific literacy-divergent thinking strategy; geographical phenomenon teaching strategy based on geographical scientific literacy-emphasis on experience strategy, situational strategy; The teaching strategy of geographical data based on geographical scientific literacy is graph strategy, borrowing strategy, geographical distribution teaching strategy based on geographical science literacy, map reading strategy, restoring knowledge strategy and so on. And through the experiment teaching for eight weeks, it is proved that it has certain feasibility and can be used for reference.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.55

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