【作者】 陈茜；

【导师】 江晔；

【作者基本信息】 上海师范大学 ， 学科教学（地理）（专业学位）， 2019， 硕士

【摘要】 2014年我国教育部提出要构建核心素养体系,并要求各级各类学校要从实际情况出发,将核心素养和教学质量要求落实到不同学科的教学中。这为各学科一线教师提供了新的研究和教学方向,使更多的教师积极投入到学生核心素养的培养之中。随着《普通高中地理课程标准(2017年版)》的确立,关于地理核心素养的培养与落实研究也在如火如荼的开展,我国开始了核心素养体系构建的研究,明确了具有地理学科特性的四大地理核心素养,即地理实践力、区域认知、人地协调观、综合思维四大核心素养。区域作为地理学的重要研究对象,本文就地理核心素养之一的区域认知素养展开研究。希望可以为提高教学的有效性以及核心素养的落实提供参考。本文研究共分为四个阶段:第一阶段,首先利用文献分析法,对核心素养中区域认知的研究作了总结,并发现在地理核心素养的培养中,很少学者定量的分析学生现有的核心素养水平,因此本文根据《普通高中地理课程标准(2017年版)》,对于学生区域认知的四个水平的表现进行了详细的分析和界定。第二阶段,采用测试法,通过对上海市市重点、区重点等不同层次学校学生的试题检测,确定了学生区域认知水平普遍在水平1和水平2表现较好,水平3水平4的表现还需要提高。同时发现学生区域认知水平在学校之间的差距明显,上海市重点学生的区域认知水平比区重点学校、普通学校高。区重点学校与普通高中之间的差距并不明显。第三阶段,根据学生答题的普遍问题,本文筛选一部分学生的答案作为案例分析,力图发现现阶段学生在每个区域认知水平上的问题,研究从教学内容、教学过程、教学评价的角度分析了影响区域认知水平现状的因素。在教学内容上,教材的编写不是以区域为主线,因此学生在学习中区域的意识相对薄弱。教学的过程中一方面是教师不清楚学生现有水平以及讲授为主的教学方式,限制学生区域认知水平的发展,另一方面是学生学习过程中的态度和学习习惯,导致学生没有构建良好的知识结构和逻辑关系。而在教学评价过程中教学评价的标准单一、有一定局限性,也是区域认知水平现状的影响因素。第四阶段,基于上述现状本文提出了几点教学策略,希望为广大一线教师在教学设计和实施方面提供思路,其中建议开发区域地理教学资源;进行区域认知诊断性评价;以思维导图梳理学生混乱的区域地理逻辑,在区域问题情景中培养学生处理问题的能力,以专题地图分析利用培养学生利用地理工具获得地理信息的能力等。在此过程中区域认知水平的培养也对教师开发新的教学内容提出要求,最后也希望教师在教学评价中进行深入探讨,精心对试题答案设计进行研究,以期用更加合理的方式评价学生的实际水平。更多还原

【Abstract】 In 2014,China’s Ministry of Education proposed to build a core literacy system,and required all levels of schools to proceed from the actual situation,to implement core literacy and teaching quality requirements into the teaching of different disciplines.This provides new research and teaching directions for front-line teachers in various disciplines,so that more teachers are actively involved in the cultivation of students’ core literacy.In the first stage,we first use the literature analysis method to summarize the research on regional cognition in core literacy,and find that in the cultivation of geographic core literacy,few scholars quantitatively analyze the current core literacy level of students,so this article is based on The General High School Geography Curriculum Standard(2017 Edition)provides a detailed analysis and definition of the four levels of student regional awareness.In the second stage,using the questionnaire method to test the test questions of students in different levels of Shanghai city,district key points,etc.,it can be determined that the regional cognitive level of students is generally higher than level1 and level 2,while level 3 level 4 needs to be improved.At the same time,the gap between the students’ regional cognitive level is obvious,and the regional cognitive level of the key students is higher than that of the key students.In the third stage,according to the general questions of students’ answers,this paper selects some students’ answers as a case study,and tries to find out the current situation of students’ problems in each region’s cognitive level,from the perspective of teaching content,teaching process and teaching evaluation.The factors affecting the status quo of regional cognitive level are analyzed.In the teaching content,the textbooks are not written on the main line,so the students’ awareness in the learning area is relatively weak.On the one hand,the teaching process is the traditional teaching method based on teacher teaching and the utilitarian nature of exam-orientededucation,which leads to the mechanization of students’ thinking.On the other hand,the process of student learning does not construct a good knowledge structure and logical relationship.In the process of teaching evaluation,the standard of teaching evaluation is single and has certain limitations,which is also the reason for the above situation.In the fourth stage,based on the above situation,this paper puts forward some teaching strategies,and hopes to provide ideas for the teaching and design of the first-line teachers.It is recommended to develop regional geography teaching resources;conduct regional cognitive diagnostic evaluation;The chaotic regional geography of students,the ability to develop students’ problem-solving in regional problem scenarios,and the use of thematic map analysis to develop students’ ability to use geographic tools to obtain geographic information.In this process,culture area of cognitive levels also put forward requirements for teachers to develop new teaching content,the last hope of teachers depth discussions in teaching evaluation,study carefully to answer questions designed in order to evaluate actual level of students in a more rational way.更多还原