高中地理“自然灾害”项目式教学研究

【作者】 高轩；

【导师】 吕宜平；

【作者基本信息】 曲阜师范大学 ， 学科教学（地理）（专业学位）， 2025， 硕士

【摘要】 《高中地理课程标准(2017版2020年修订)》中倡导以问题为导向的项目式教学模式,高中地理“自然灾害”教学内容具备综合性与实践性,因此引导学生对自然灾害相关内容进行项目探究,有利于提升学生对自然灾害的体验感,从而促进学生对自然灾害知识的学习及防避能力的提升。因此,进行高中地理“自然灾害”项目式教学研究具有重要价值。首先,运用文献分析与文本分析法,梳理项目式教学模式的特点和高中地理“自然灾害”教学内容的特点,并对二者的关系进行了分析;其次,采用问卷调查法对高中地理“自然灾害”的教学现状进行了调查与分析,针对发现的主要问题提出高中地理“自然灾害”项目式教学原则、流程、策略;最后,以“台风灾害”为例进行案例设计。主要研究结论如下:第一,高中地理“自然灾害”教学内容缺乏体验性,并且知识点较为零散,因此将项目式教学模式与高中地理“自然灾害”教学内容相结合有利于融合多学科知识,引导学生构建自然灾害知识体系,在项目探究的过程中提升学生对自然灾害的体验感和灾害防避能力,有利于地理核心素养的培育。第二,问卷调查与研究结果表明,当前高中地理“自然灾害”项目式教学存在学生难以构建自然灾害知识体系、学生难以将灾害知识运用到真实情境中、学生难以发现有价值的灾害问题、自然灾害项目设计困难、难以控制自然灾害项目实施过程等问题。第三,提出高中地理“自然灾害”项目式教学的原则与流程。高中地理“自然灾害”项目式教学需要遵循灾害项目设置的体验性、促进知识整合性、项目评价多样性、项目选题的时效性、观念的渗透性的原则,按照项目准备(确定灾害核心项目、划分灾害子项目、制定灾害项目目标与成果)——灾害项目实施(孕灾环境与承灾体调研,致灾因子风险性分析、描述自然灾害的灾情、自然灾害影响辩论会、绘制自然灾害知识链、制定防灾减灾对策)——灾害项目评价与迁移(灾害项目汇报、灾害项目评价、灾害项目反思与迁移)三大环节来组织教学。第四,提出高中地理“自然灾害”项目式教学策略。从基于学生自然灾害认知水平设计灾害项目、从最新的灾害热点问题出发设计灾害项目、通过绘制灾害思维导图构建自然灾害体系、设计多元化的灾害项目评价方式、设计灾害项目实践活动五方面,提出了高中地理“自然灾害”项目式教学流程的优化策略。第五,基于高中地理“台风灾害”项目式教学案例分析,发现项目式教学有利于提升灾害学习的体验性,促进学生构建自然灾害知识体系,从而培养学生的地理实践能力,最终落实地理核心素养的培育。更多还原

【Abstract】 The Geography Curriculum Standards for Senior High Schools(2017 Edition Revised in 2020)advocate for a problem-oriented project-based teaching approach.The teaching of "natural disasters" in senior high schools is both comprehensive and practical.Encouraging students to engage in project-based exploration of natural disaster-related topics can enhance their experiential understanding of such events,thereby facilitating their learning of natural disaster knowledge and improving their prevention and mitigation skills.Consequently,conducting research on project-based teaching methods for "natural disasters" in senior high schools holds significant value.Initially,we conduct literature and text analyses to identify the features of project-based teaching and those of high school geography instruction on "natural disasters," examining their interplay.Subsequently,A questionnaire survey method was employed to investigate and analyze the current state of teaching "natural disasters" in senior high school geography,pinpoint key issues,and propose guiding principles,procedures,and tactics for implementing project-based teaching in this context.Lastly,we illustrate the application of our findings through a case study focusing on "typhoon disasters." Key research findings include:First,the teaching content of "Natural Disasters" in high school geography lacks experientiality and the knowledge points are relatively scattered.Therefore,combining the project-based teaching model with the teaching content of "Natural Disasters" in high school geography is beneficial for integrating multi-disciplinary knowledge,guiding students to construct a knowledge system of natural disasters,and enhancing their experience of natural disasters and disaster prevention and avoidance abilities during the project-based research process,which is conducive to the cultivation of geographical core literacy.Second,the questionnaire survey and research results show that the current project-based teaching of "Natural Disasters" in high school geography faces problems such as students’difficulty in constructing a knowledge system of natural disasters,their difficulty in applying disaster knowledge to real situations,their difficulty in identifying valuable disaster issues,the difficulty in designing natural disaster projects,and the difficulty in controlling the implementation process of natural disaster projects.Third,the principles and processes of project-based teaching of "Natural Disasters" in high school geography are proposed.Project-based teaching of "Natural Disasters" in high school geography should follow the principles of experiential project setting,promoting knowledge integration,diverse project evaluation,timeliness of project topic selection,and the infiltration of concepts.The teaching should be organized in three major links:project preparation(determining the core disaster project,dividing sub-projects,setting project goals and outcomes)-disaster project implementation(research on the disaster-prone environment and disaster-bearing bodies,risk analysis of disaster-causing factors,description of disaster conditions,debate on the impact of natural disasters,drawing the disaster knowledge chain,formulating disaster prevention and mitigation strategies)-evaluation and transfer of disaster projects(project presentation project evaluation reflection and transfer of project experience).Fourth,the strategies for project-based teaching of "Natural Disasters" in high school geography are proposed.From designing disaster projects based on students’ cognitive levels of natural disasters,designing disaster projects based on the latest disaster hot issues,constructing a natural disaster knowledge system through drawing disaster mind maps,designing diversified disaster project evaluation methods,and designing disaster project practical activities,the optimization strategies for the project-based teaching process of "Natural Disasters" in high school geography are proposed.Fifth,based on the analysis of the project-based teaching case of "Typhoon Disasters" in high school geography,it is found that project-based teaching is conducive to enhancing the experientiality of disaster learning,promoting students to construct a knowledge system of natural disasters,thereby cultivating students’ geographical practical abilities,and ultimately achieving the cultivation of geographical core literacy.更多还原