【作者】 宋雪；

【导师】 袁孝亭；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2020， 硕士

【摘要】 地理空间格局认知能力及其培养的研究具有基础性意义,地理空间格局认知能力的培养是基础教育重点关注的内容,初中生地理空间格局认知能力的培养存在诸多亟待解决的问题。在这样的研究背景下,论文通过文献研究,界定了地理空间格局内涵。从地理学家关于空间格局的论述中发现,地理学家关注的空间格局主要包括:景观格局、地理信息系统中的地理空间格局、城市空间格局、经济地理空间格局等。在总结空间格局的特征时,通常从形状、空间方位、大小、数量和空间组合角度着手进行。据此认为地理空间格局认知能力能通过学生对形状、方位、大小、数量和空间组合等的认知过程中的行为表现出来。以此为线索,能力的构成内容包括这五个部分。论文对《义务教育地理课程标准(2011年版)》和人教版初中地理四本教材中的空间方位、空间大小、空间形状、空间数量和空间组合进行归纳,并分析了各类内容在学生形成空间格局认知能力中的价值,探究学生在地理学习过程中如何实现这样的价值。论文遵循整体性原则、层次性原则和可操作性原则,参照PISA和SOLO分类理论对初中生地理空间格局认知能力水平等级及其表现进行划分。确定五个一级指标:空间方位认知能力、大小认知能力、形状认知能力、数量认知能力和空间组合认知能力。十四个二级指标:空间方位认知能力包括空间方位能力;大小认知能力主要包括区域尺度大小认知能力、空间展开范围大小认知能力、空间上所占比重大小认知能力和空间距离大小认知能力;形状认知能力包括区域轮廓认知形状能力、空间排列形状认知能力和景观形态认知能力;数量认知能力包括要素总量认知能力和要素密度认知能力;空间组合认知能力包括空间类型认知能力、空间联系认知能力、空间差异认知能力和空间结构认知能力。参照PISA中科学素养、阅读素养、数学素养的评价标准,对每个二级指标划分了三个等级的水平表现,进行特征描述。参照各二级指标的培养目标,设计测量能力水平的试题。试题素材均取自于各年地理中考真题、高考真题和相关网络资源,在地理空间格局认知能力内容和指标体系基础上进行改编和修订而确定。论文还提出了初中阶段地理空间格局认知能力培养的策略,包括准确获取空间信息和提出问题辨识地理空间格局、清楚掌握地理事物和现象成因分析地理空间格局、全面结合自然环境和人类活动评价地理空间格局三个方面。更多还原

【Abstract】 The research on the cognitive ability of geographic spatial pattern and its cultivation is of fundamental significance.The cultivation of the cognitive ability of geographic spatial pattern is the focus of basic education,and there are many problems to be solved urgently in the cultivation of the cognitive ability of geographic spatial pattern of junior high school students.In this context,through literature research,the paper defines the connotation of geographic spatial pattern.From the discussion of geographers on spatial pattern,it is found that geographers mainly pay attention to the spatial pattern including: landscape pattern,geographic spatial pattern in geographic information system,urban spatial pattern,economic geographic spatial pattern and so on.When summarizing the characteristics of spatial pattern,it usually starts from the angles of shape,spatial orientation,size,quantity and spatial combination.Therefore,it is believed that the cognitive ability of geographic spatial pattern can be expressed by the students’ behavior in the cognitive process of shape,orientation,size,quantity and spatial combination.Take the time as the clue,the ability constitution content includes these five parts.Based on this platform,paper for the compulsory education geography curriculum standards(2011 edition)and o ’clock four junior high school geography textbook of spatial orientation,size,number of space shape,space and space combination are summarized,and analyzed the various content value in the formation of spatial pattern of cognitive ability,explore students in geography in the process of learning how to realize the value.This paper follows the principles of integrity,hierarchy and operability,and classifies the cognitive level and performance of junior high school students’ geographic spatial pattern with reference to PISA and SOLO classification theory.Five level indicators were identified: spatial orientation cognition,size cognition,shape cognition,quantity cognition and spatial combination cognition.Fourteen secondary indicators: spatial orientation cognitive ability including spatial orientation ability;The cognitive ability of size mainly includes the cognitive ability of regional scale,the cognitive ability of spatial expansion range,the cognitive ability of spatial proportion and the cognitive ability of spatial distance.Shape cognitive ability includes shape cognitive ability of regional contour,shape cognitive ability of spatial arrangement and shape cognitive ability of landscape morphology.Quantitative cognitive ability includes total factor cognitive ability and factor density cognitive ability.Spatial combination cognitive ability includes spatial type cognitive ability,spatial connection cognitive ability,spatial difference cognitive ability and spatial structure cognitive ability.According to the evaluation standards of scientific literacy,reading literacy and mathematics literacy in PISA,the level performance of each secondary index was divided into three levels and the characteristics were described.According to the training objectives of each secondary index,the test questions of measuring ability level are designed.All the question materials were taken from the original geography examination questions,college entrance examination questions and related network resources in each year,and were determined by adaptation and revision on the basis of the content and index system of the cognitive ability of geographic spatial pattern.The paper also puts forward the strategies for cultivating the cognitive ability of geographic spatial pattern in junior middle school,including accurately obtaining spatial information and identifying geographic spatial pattern by asking questions,clearly grasping the causes of geographical things and phenomena,and comprehensively evaluating the geographic spatial pattern by combining natural environment and human activities.更多还原