高中地理分布知识教学策略研究

【作者】 邵杰；

【导师】 吕宜平；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 地理分布知识不仅具有重要的教育价值,而且在高中地理教学中有着重要的地位。《普通高中地理课程标准(2017年版)》以及近几年的高考大纲也对地理分布知识的学习提出了较高要求。因此,高中地理分布知识的教学策略成为了值得研究和探讨的课题。首先,通过文献研究法对地理分布知识教学策略的相关概念、理论基础,以及地理分布知识的内容、特点和分类方式进行归纳梳理。其次,使用问卷调查法对当前地理分布知识的教学现状进行分析。然后,根据文献研究的理论、问卷调查的实际结果,将地理分布知识划分为五个教学要点,并提出相应的教学策略。最后,基于所提出的教学策略,选取《洋流》为案例进行教学设计,并对策略的应用情况及存在问题进行分析,验证所提出教学策略的可行性。研究获得的主要结论如下:1.从地理分布知识的内涵和外延两个层面对其进行分类。在地理分布知识内涵层面,根据不同划分依据,有自然分布知识和人文分布知识,水平分布知识和垂直分布知识,时间分布知识和空间分布知识,点、线、面、体状分布知识,以及离散型和连续型分布知识这五种分类方式。在地理分布知识外延层面,可将其划分为地理分布事实知识、地理分布成因知识、地理分布差异知识、地理分布规律知识和地理分布影响知识。2.调查结果分析表明,高中地理分布知识教学主要存在三个问题,一是教师缺乏对地理分布知识进行分类教学的意识;二是教师对地理分布知识教学要点认识不清晰,没有完善的教学策略;三是教师对学生地理学科核心素养培养的重视程度不够。3.基于高中地理分布知识的教学现状,以地理核心素养的培养为导向,提出了地理分布知识的五个教学要点,按不同教学要点提出了以下教学策略。地理分布事实从地名和位置两个要点进行教学。地名的教学策略有:目的性选择,分层次学习;地图法落实,克服抽象化;多方法记忆,增强趣味性。地理位置的教学策略有:多角度综合分析位置,确保准确性;双要点准确描述位置,确保完整性。地理分布成因的教学策略有:从要素综合角度分析自然和人文分布成因;引导学生自主合作探究综合分析影响因素;从直接和间接两个角度细致衡量影响因素;准确把握地理分布影响因素的数量与程度;注意地理分布成因中的同果异因对比分析。地理分布差异的教学策略有:从时空两维度分析地理分布差异;选择适当时空分布差异分析方法;合理选择素材尺度分析分布差异;用多媒体将时空分布差异相融合。地理分布规律的教学策略有:通过成因推导法和图像概括法推导地理分布规律;根据点、线、面状分布分类选取适当描述关键词。地理分布影响的教学策略有:综合分析对自然和社会的影响;全面对比分析有利和不利影响;从人地协调观的角度分析影响。更多还原

【Abstract】 Geographical distribution knowledge not only has important educational value,but also plays an important role in geography teaching in high schools.General High School Geography Curriculum Standards(2017 Edition)and the college entrance examination outline in recent years put forward higher requirements for the study of geographical distribution knowledge.Therefore,the teaching strategy of geographical distribution knowledge in high school has become a subject worthy of research and discussion.First of all,through the literature research method,this paper summarizes the related concepts,theoretical basis,content,characteristics and classification of geographical distribution knowledge teaching strategies.Secondly,the method of the questionnaire is used to analyze the current teaching situation of geographical distribution knowledge.Then,according to the theory of literature research and the actual results of questionnaire survey,this paper divides the geographical distribution knowledge into five teaching points and puts forward the corresponding teaching strategies.Finally,based on the proposed teaching strategy,the paper takes ocean current as a case for teaching design,and analyzes the application and existing problems of the strategy to verify the feasibility of the proposed teaching strategy.The main conclusions are as follows.1.The geographical distribution knowledge is classified from two aspects: connotation and extension.At the level of geographical distribution knowledge connotation,according to different division basis,there are five classification methods: natural distribution knowledge and human distribution knowledge,horizontal distribution knowledge and vertical distribution knowledge,time distribution knowledge and spatial distribution knowledge,point,line,surface,stereoscopic distribution knowledge,and discrete and continuous distribution knowledge.At the level of geographical distribution knowledge extension,it can be divided into geographical distribution fact knowledge,geographical distribution cause knowledge,geographical distribution difference knowledge,geographical distribution law knowledge and geographical distribution influence knowledge.2.The analysis of the survey results shows that there are three main problems in geographical distribution knowledge teaching in high schools.One is that teachers lack awareness of classifying geographical distribution knowledge;second is that teachers do not clearly understand the main points of geographical distribution knowledge teaching,and get perfect teaching strategy;three is that teachers do not pay enough attention to the cultivation of the core literacy of students in the subject of geography.3.Based on the current teaching situation of geographical distribution knowledge in high schools and oriented by the cultivation of geographical core literacy,the paper proposes five teaching points of geographical distribution knowledge,and proposes the following teaching strategies according to different teaching points.The geographical distribution facts are taught from two main points: place names and location.The teaching strategies of place names include: purposeful selection and hierarchical learning;implementation of map method to overcome abstraction;multi-method memory to enhance fun.The teaching strategies of geographical location include: comprehensive analysis of the position from multiple angles to ensure accuracy;double points to accurately describe the position to ensure completeness.The teaching strategies of the causes of geographical distribution include: analyzing the causes of natural and humanistic distribution from the perspective of comprehensive factors;guiding students to independently explore the comprehensive analysis of influencing factors;measuring the influencing factors from both direct and indirect perspectives;accurately grasping the number and degree of the influencing factors of geographical distribution;paying attention to the comparative analysis of the same result but different causes in the causes of geographical distribution.The teaching strategies of geographical distribution differences include: analyzing geographical distribution differences from two dimensions of time and space;choosing appropriate analysis methods of spatial and temporal distribution differences;reasonably choosing material scale to analyze distribution differences;using multimedia technology to analyze spatial and temporal distribution differences.The teaching strategies of geographical distribution law include: deducing geographical distribution law by the method of genetic derivation and image generalization;selecting appropriate key words according to the classification of point,line and area distribution.The teaching strategies for the impact of geographic distribution include: comprehensive analysis of the impact on nature and society;comprehensive comparison and analysis of the favorable and unfavorable effects;and analysis of the impact from the perspective of man-land coordination.更多还原