【作者】 哈斯；

【导师】 徐宝芳；

【作者基本信息】 内蒙古师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 随着《关于全面深化课程改革落实立德树人根本任务的意见》和中国学生发展核心素养研究成果的发布,以及地理课程核心素养的提出,急需能够落实立德树人、地理课程核心素养的教学改革。而当今初中地理教学习惯于关注课时教学,教学内容碎片化,知识结构不完整,难以承载学科能力和态度的培养和形成。初中地理教学通过认识不同空间尺度的区域及特征,区别区域差异、建立区域联系,从而形成促进区域发展的认知思维,重在“区域认知”素养的培养。因此本文研究的主要目的就是建构基于区域认知培养的初中地理单元教学模式,意在建构一种行之有效的教学设计模式,旨在解决初中地理教学实践中素养落位问题。地理课程核心素养是知识、能力和态度的综合表现,很难在课时教学中落实。区域认知是一种思维方式,不可能通过课时教学就能够形成。区域认知地理课程核心素养的达成,需要用更系统、完整、宏观的视角对地理教学进行以单元为单位的设计。本文通过分析学者们提出过的一般教学设计模式和地理学科教学设计模式,简单归纳出以单元为单位的初中地理教学设计模式初稿。从地理学、教育心理学、教育学三个视角为基于区域认知培养的初中地理单元教学设计模式理清了“区域认知素养培养与初中地理单元教学”关系。再通过初中地理单元教学设计案例分析,归纳案例组成、步骤及各环节关系,修缮初稿,总结模式建构中应注意的事项。通过问卷调查和专家访谈,得到一线教师的实践经验和专家的理论指导,在此基础上修改本文的模式初稿,形成“模式实验稿”。运用“模式实验稿”进行八年级下册地理单元教学设计,修改完善“模式实验稿”,形成“模式实施稿”。基于实施稿设计实施发达国家单元教学案例,考查模式的实用性。进而修改完善“模式实施稿”,形成较成熟的基于区域认知培养的初中地理单元教学设计模式。基于以上研究和实践,本文得出以下结论:第一,提出基于区域认知培养的初中地理单元教学设计模式。模式以设计区域单元教学目标、撰写区域单元教学评价和设计区域单元教学活动三大环节及关系为架构,旨为教师提供实践教学中的便于操作和使用的具有培养区域认知功能的单元教学模式。第二,提供了基于区域认知培养的中图版八年级地理下册单元教学设计案例。有亚洲单元、世界地区单元、发达国家单元和发展中国家单元。为教师提供了不同区域尺度的单元教学设计实例。更多还原

【Abstract】 With the in-depth promotion of comprehensively deepening the curriculum reform,building morality,cultivating people and improving students’ development core literacy have increasingly attracted the attention of the whole society,and geography teaching is no exception.At present,junior middle school geography teaching is used to paying attention to class teaching.The teaching content is fragmented and the knowledge structure is incomplete,which is difficult to carry the cultivation and formation of subject ability and attitude.Junior middle school geography teaching forms cognitive thinking to promote regional development by recognizing the regions and characteristics of different spatial scales,distinguishing regional differences and establishing regional connections,focusing on the cultivation of "regional cognitive" literacy.Therefore,the main purpose of this paper is to construct a junior middle school geography unit teaching model based on regional cognitive training,in order to construct an effective teaching design model and solve the problem of literacy placement in junior middle school geography teaching practice.The core quality of geography curriculum is the comprehensive expression of knowledge,ability and attitude,which is difficult to implement in class teaching.Regional cognition is a way of thinking,which can not be formed through class teaching.To achieve the core literacy of regional cognitive geography curriculum,we need to design geography teaching in unit from a more systematic,complete and macro perspective.By analyzing the general teaching design mode and geography teaching design mode proposed by scholars,this paper briefly summarizes the first draft of geography teaching design mode in junior middle school with unit as unit.From the perspectives of geography,educational psychology and pedagogy,this paper clarifies the relationship between "regional cognitive literacy training and junior middle school geography unit teaching" for the junior middle school geography unit teaching design model based on regional cognitive training.Then through the case analysis of junior middle school geography unit teaching design,summarize the case composition,steps and the relationship of each link,repair the first draft,and summarize the matters needing attention in the construction of the model.Through questionnaire survey and expert interview,we get the practical experience of front-line teachers and the theoretical guidance of experts.On this basis,we modify the first draft of the model to form a "model experimental draft".Use the "model experimental draft" to carry out the teaching design of geography unit in Volume II of Grade 8,modify and improve the "model experimental draft" and form the "model implementation draft".Based on the implementation draft,design and implement unit teaching cases in developed countries to test the practicability of the model.Then modify and improve the "model implementation draft" to form a more mature junior middle school geography unit teaching design model based on regional cognitive training.Based on the above research and practice,this paper draws the following conclusions:First,put forward the teaching design mode of junior middle school geography unit based on regional cognitive training.The model takes the three links and relationships of designing regional unit teaching objectives,writing regional unit teaching evaluation and designing regional unit teaching activities as the framework,which aims to provide teachers with a unit teaching model that is easy to operate and use in practical teaching and has the function of cultivating regional cognition.Second,it provides a case of unit teaching design of geography Volume II of Grade 8 of China graphic board based on regional cognitive training.There are Asian module,world regional module,developed country module and developing country module.It provides teachers with examples of unit teaching design in different regional scales.更多还原