高中区域地理教学目标和教学内容的演变研究

【作者】 李娟；

【导师】 赵媛；

【作者基本信息】 南京师范大学 ， 学科教学（专业学位）， 2011， 硕士

【摘要】 《普通高中地理课程标准(实验)》已于2003年4月正式颁布,高中地理新课程标准的颁布,标志着更新一轮的地理课程改革已经开始,中学地理教学在教育思想、基本理念、教学内容、教学方式、教学空间上都要有更大的改变。本文以新课程高中区域地理教学为研究对象,首先从区域地理教学目标、教学内容、教学方法等角度对高中区域地理教学要求进行梳理与评述。课程标准注重对过程和方法的强调,突出了以学生为本的思想；教学内容上更加强与学生生活以及社会、科技发展的联系,关注学生的学习兴趣和经验,案例教学成为高中区域地理学习的基本方式；在教学方法上,改变单一的记忆、接受、模仿的被动学习方式,注重发展学生搜集和处理信息的能力,获取新知识的能力,分析解决问题的能力以及交流与合作的能力,积极运用自主学习、合作学习、探究式学习等学习方式。然后,通过问卷调查,分析师生对新课改后高中区域地理教学目标和教学内容的认识的偏差及问题产生的原因。对新课程标准的认识不到位,对“一标多本”认识不足,新课改前后高考题对区域地理的不同命题要求等因素都使师生对区域地理教学目标和教学内容的认识停留在浅层次水平上。再次,从新课改前后区域地理教学目标与教学内容的演变角度给出问题的答案,以期能更好地进行区域地理的教学给予建议。对比《全日制普通高级中学地理教学大纲》修订本和《普通高中地理课程标准》(实验稿)对区域地理教学要求的变化分析区域地理教学目标的演变特点,即区域地理分析能力要求逐级提升；因高考是中学区域地理教学的“指挥棒”,从新课改前后高考题对区域地理的不同要求与命题处理分析高中区域地理教学侧重点和教学策略,即有关“区域地理”内容试题的命题已经由“知识立意”向“能力立意”方向逐年转化,注重考察学生所学地理课程基础知识、基本技能的掌握程度和综合运用所学知识分析、解决实际问题的能力。因此应注意培养学生发现和探究地理问题的能力,在实际教学中采用探究式的学习方法。最后,对比分析新旧人教版教材在区域地理教学内容选取方面的变化,由于新教材是“一标多本”,对比分析人民教育出版社、中国地图出版社、湖南教育出版社和山东教育出版社等四套高中地理教材对区域地理教学内容的选取和呈现方式的变化得出区域地理教学内容的演变特点,即从学习具体区域过渡到通过区域学习地理原理上来,即将案例分析中获取和形成的原理和规律、思想和方法应用到其它类似的区域可持续发展问题的分析和解决中去。因此在区域地理教学中应该深化地理案例教学,通过一个个具体的案例教学,使学生掌握学习区域地理的方法。更多还原

【Abstract】 High school geography curriculum standard was formally promulgated in April2003.With the high school geography promulgation and implementation of new curriculum standards, it marks that the updated round geography curriculum reform has started. Also, geography teaching in the education, basic concepts, teaching content, teaching methods, teaching space should have a greater change.Firstly, this article got a clue and review about teaching regional geography point of view pf high school from regional geography teaching aims、content as well as methods. The curriculum put great emphasis on process and methods, focusing on developing students ability to collect and process information,acquire new knowledge, analytical ability and problem-solving ability of the exchange and cooperation, active use of independent learning, cooperative learning,inquiry-based learning and other learning.Then, through a questionnaire survey, this article explored the reasons of deviations and problems. Several factors lead to teachers staying on a low level of understanding the teaching objects and teaching contents:such as knowing little of the new curriculum standard, lack of understanding of one standard with more textbooks,different testing demands about the regional geography before and after the Curriculum reform and so on.Second, before and after the new regional geography curriculum teaching objectives and teaching content point of view of the evolution of the answer given, we expect advice for better regional geography teaching. Compared to’full-time regular senior high school geography’ and ’the high school syllabus revision Geography curriculum standards’(trial version) on changes in regional geography teaching, we need to upgrade students’geographic analysis capabilities, for college entrance examination is the teaching regional geography curriculum,analysis of propositions dealing with different requirements and the focus of regional geography teaching strategies, that questions about the content of the proposition regional geography has been established by the knowledge capacity of purposive intent.Finally, the comparative analysis of old and new regional geography teaching materials PEP selected changes in the content. Since new material is more than the standard, comparative analysis of People’s Education Press, China Map Press, Hunan Education Publishing communities and Shandong Education Publishing communities we have gained the evolution of regional geographic characteristics. That’s to say, we have drawn the transition from learning to specific regional geography teaching content through the evolution of regional characteristics of specific regions. We about to get case studies and the formation of the principles and laws, ideas and methods applied to other similar analysis of regional sustainable development and we will resolve that too. Therefore, teaching geography in the region should be deepened through one specific case study, and then students will learn the regional ground approach.更多还原