【作者】 潘艳；

【导师】 苏小兵；

【作者基本信息】 华东师范大学 ， 课程与教学论（地理）， 2019， 硕士

【摘要】 我国新一轮普通高中地理课程标准提出四大地理核心素养,旨在培养学生观察、分析和解释真实情境下地理事物或问题的综合品质。这对我国当前的地理教学和评价提出新挑战。本研究基于问题解决和认知心理学的相关理论,以真实情境下的地理选址问题为研究对象,通过对专家进行半结构化访谈,获取专家解决地理选址问题的过程信息,形成整合问题解决过程、领域知识和领域特定思维方法的编码系统,分析专家地理选址问题解决的认知过程及加工特征。研究发现,专家解决地理选址问题是一个“评估—比较”的迭代过程,通过迭代不断转换问题的知识状态,逐步向目标状态收敛。这一过程经历了“问题识别”“问题表征与分类”和“评估—比较”三个阶段,并运用“区域认知”“综合思维”等思维方式和认知技能。研究结果可以为构建基于真实情境的地理核心素养评价框架提供理论基础。更多还原

【Abstract】 China’s new round of general high school geography curriculum standards proposes four core competencies,which aim to develop students’ comprehensive quality of observing,analyzing and explaining the geographical things or problems in real-world situation.This poses new challenges to the current geography teaching and evaluation in China.Based on the theories of problem solving and cognitive psychology,this study takes the geographical location problems in real-world situation as the research task,and uses the semi-structured interview method to collect the process information of experts to solve the geographical location problems.Then it forms the coding system integrating the problem solving process,domain knowledge and domain specific thinking methods.And finally it analyzes the cognitive processes and cognitive characteristics of expert geographical location problem solving.The study finds that the process of expert solving the geographical location problems is an iterative process of “evaluation-comparison”.During the iteration,the knowledge state of the problem is constantly transformed and gradually converged to the target state.The process is generally divided into three stages of “problem identification”,“problem representation and classification”,and “evaluation-comparison”,and during the process experts use some thinking methods and cognitive skills such as “regional cognition” and “comprehensive thinking”.The findings of this study can be used as a theoretical basis for further construction of a geographic core competencies evaluation framework in real-world situation.更多还原