【作者】 魏文娟；

【导师】 王向东；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2012， 硕士

【摘要】 综合性和空间性是地理学科的两大典型特征。通过地理综合性和空间性的教学，有助于培养学生思维的深刻性。地理图像是进行地理综合性和空间性教学的有效途径，运用地理图像能培养学生思维的深刻性。然而在地理教学实践中，地理教师运用地理图像培养学生思维深刻性的意识并不是很强。为此，本文从理论和实践的角度，采用文献法对思维深刻性的内涵、不同学科培养学生思维深刻性的策略进行综述，并分析了利用地理图像培养学生思维深刻性的可行性；另一方面，采用案例法提出地理教学中运用地理图像培养学生思维深刻性的具体策略，以期对一线教师有一定的帮助。本文共六部分：前言部分，提出研究的背景，明确研究的目标、方法和意义。第二部分，对思维深刻性的内涵，以及不同学科中思维深刻性的培养策略进行综述。第三部分，在思维深刻性内涵的基础上，分析思维深刻性的具体表现。第四部分，从五个方面说明利用地理图像培养学生思维深刻性的可行性。第五部分，通过问卷调查地理教学中运用地理图像培养学生思维深刻性的现状。第六部分，通过案例法，提出地理图像教学中培养学生思维深刻性的具体策略。更多还原

【Abstract】 Comprehensiveness and spatiality is the two big typical characteristics of geography. It can strengthen students’ thinking profundity in the teaching for the comprehensiveness and spatiality. Geographic images are the effective way to teach the comprehensiveness and spatiality, using geographic images can train students’ thinking of profundity. However, in the geography teaching practice, the geography teachers’ awareness for cultivating students’ thinking profundity is not very strong.Therefore, this article summarizes the concept of thinking profundity and the strategies in different subjects for cultivating students’ thinking profundity based on the theories and practice, and analyzes the feasibility of cultivating students’ thinking profundity by using the geographic images. On the other hand, it puts forwad the specific strategies for cultivating students’ thinking profundity by case methods, in order to helping the geography teachers.The paper has six parts. In the introduction, it puts forward the research background and clears up the goals, methods and meaning. In the second part, it summarizes the connotation of the thinking profundity and the strategies for cultivating students’ thinking profundity in different disciplines. In the third part, it analyses the concrete representations of the thinking profundity on the base of the connotation of the thinking profundity. In the fourth part, it explains the feasibility of cultivating students’ thinking profundity by teaching with geographic images. In the fifth part, it surveys the situation of training students’ thinking profundity by teaching with geographic images through the questionnaire. In the sixth part, through the case method, it puts forward the concrete strategies in the teaching with geographic images.更多还原