【作者】 齐秀江；

【导师】 袁孝亭；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2013， 博士

【摘要】 从教科书出现开始，图像系统就在教科书中占有极重要的地位，地理教科书更是如此。作为地理教科书图像系统的重要组成部分之一的图像提示指导语，是以图文配置方式出现的，旨在引领学生确定读图方向，指导学生地理读图方法，引发学生对图的注意和兴趣的文字表述。即用简练科学的文字或者图像，通过说明、解释、补充、提问、评价等方式，向学生传达图像主题知识，旨在对学生学习和教师教学活动及时地起着促进、帮助、引导的作用。高效的指导语设计是地理课程标准基本要求，但在地理教科书图像提示指导语设计评价实践中，因缺乏指导地理教科书图像提示指导语的方法论，地理教科书图像提示指导语设计的问题研究多表现在对图像提示指导语的认识分析层面，更多的是凭经验分析图像提示指导语设计。因此，探讨地理教科书图像提示指导语质量的评价研究，一方面应符合地理学科的逻辑，另一方面则要符合教学与学习的逻辑，并由此提出图像提示指导语的设计路线，构建基于三位一体的指导语评价指标体系，是一项具有重要理论与实践价值的基础性研究工作。具体说来，本论文共分八个部分，每部分的主要内容如下：第一章导言部分。地理课程标准对学生地图能力的要求是明确具体的，地图能力也是地理学习的核心关键。但是目前高中生的地图技能存在很多不足，目前中外地理教科书图像提示指导语设计的应用相关研究欠缺，同时地理教科书图像提示指导语的复杂性，其中影响因素很多，但是高中地理教学、高中地理教科书的图像提示指导语设计应用是一个关键，并且已经成为学生地理学习发展的限制性因素。所以本论文基于上述的背景，界定地理教科书图像提示指导语的本体知识内容，即提示指导语概念、类型和功能；在此基础上通过对师生就其现行使用的人教版高中地理教科书图像提示指导语进行满意度调查和多版本教科书图像提示指导语的比较研究，分析师生对指导语的偏爱和不同教科书图像提示指导语的设计差异；通过研究教科书图像提示指导语设计的理论基础、设计原则的提出，建立教科书图像提示指导语的评价标准；结合目前指导语的设计影响因素，提出基于5W的地理视角指导语设计策略，基于结构特征的教学视角指导语设计策略，基于图像类别的功能视角指导语设计策略。在明确了本文研究的理论意义和实践意义，提出研究问题和目标，并指出研究方法和技术路线。第二章“文献综述”，着重从地理教科书图像系统的理论研究出发，即关于地理教科书图像系统概念、类型、功能的研究，关于地理教科书图像系统设计的原则研究；地理教科书图像系统比较研究，即有关国内外地理教科书图像系统比较的研究；有关地理教科书图像系统设计的评价研究，主要分析美国“2061计划”的地理教科书评价指标建构和我国地理教科书评价体系研究等三个方面进行的全面梳理和分析，依此确立了本文的起点。第三章是“地理教科书图像提示指导语及其设计基准”研究，通过对地理文献的研究，首先明确教科书图像提示指导语的概念、类型、功能、特征，其次阐述地理教科书图像提示指导语设计原则，最后提出图像提示指导语的评价标准。地理教科书图像提示指导语设计原则，着重从地理教科书图像提示指导语设计的地理视角和教与学视角方面。基于以上的研究，本着“教科书内容、教学和学习”三位一体评价原则，以此构建地理教科书图像提示指导语评价体系。第四章是“学生对图像提示指导语的满意度与偏爱倾向”研究，以人教社教科书图像提示指导语为研究对象，首先研究师生对当前最新版教科书图像提示指导语设计使用现状的评价，其次通过访谈了解师生对不同版本教科书图像系统使用的的偏爱体现评价，以此为基础发现目前指导语教学中存在的问题，为地理教科书图像提示指导语设计策略提供依据。第五章是“地理教科书图像提示指导语的比较”研究，以香港、美国、台湾、上海、人教社等为代表中外多版本高中地理教科书图像提示指导语的比较研究启示，着重分析香港版、美国版等地理教科书图像提示指导语比较研究，重点是其提示指导语设计的特点分析，及中外教科书图像提示指导语的差异，以此为基础，提出对我国地理教科书图像提示指导语设计的启示和建议。第六章是“基于5W的图像提示指导语设计”研究，即分析图像以“它在哪里”、“它是什么样子”、“它是什么时候发生的”、“它为什么在那里”和“它产生什么作用”为主题呈现地理内容的图像提示指导语设计实施路径和案例分析。第七章是“不同类别的地理图像提示指导语设计策略”研究，依据地理教科书图像提示指导语设计原则和评价标准，分别提出基于地理图像的指导语实施策略（即地理示意图指导语设计策略、景观图指导语设计策略和统计图指导语设计策略）和基于结构特征的教学视角指导语设计策略。并且就此研究通过对比实验说明高效的地理教科书图像提示指导语设计有助于提高学生的学习水平。最后是“结论与展望”，主要是通过对地理教科书图像提示指导语设计评价的理论研究，地理教科书图像提示指导语的设计现状调查比较分析，说明本研究的基本结论，说明研究的理论创新所在，并对相关研究主题进行了展望，并指出本文研究的限制。研究缘于问题。图像提示指导语的设计是一个“小中见大”的研究课题，问题是在学习过程中产生的，也一定会在学习研究中解决。更多还原

【Abstract】 The content of geography in senior middle school is selected from the research ofgeographers and arranged based on both the requirements of nation and thepsychological development level, so senior middle school students should becomethose whose learn on map, like the researcher community conducts research on map.Through map, they could put the subjects into relevant geographical space ofearth; and they could identify the salient indictors of a given area; and they couldinduce the characteristics of some areas; and they could find the causal relationshipbetween geographical phenomenons.The direction is very important to activities mentioned above which could helpstudents to learn more efficient. The direction is also important to teaching. If teachersthink about questions, such as why does this picture need direction?, is it suitablefor all students?, how to evaluate the directions of picture systems, they cantransform from analysis for teaching into evaluation research of these directions.The focal issue of these evaluation researches is whether direction does abbeyboth the logic of geography and the logic of teaching and learning. The presentdissertation tried to study those three questions follow. First, what function should thedirection of picture system realize? Second, how to design the picture systemdirections based on the ideas, methods, and principles from geography? Third, how tomake the direction design based on the logic of teaching and learning? From this point,the present dissertation is important from both the theoretical perspective and practicalperspective.The present paper included eight parts.The first chapter is introduction. The New Curriculum Criteria required seniormiddle school students to master map abilities which is a key issue in geographylearning in the senior middle school stage. However, the students skills areinsufficient to solve problems. Further more there lack research on this topic bothhome and abroad. This part provided the concept of direction, its classification, andfunctions. This part also presented the study questions, research purpose, researchmethods, and the technical route.The second chapter is literature review. This part reviewed on the research ofconcept of picture system of text, classification, functions, and the design principles.This part also reviewed the comparison research, and the evaluation research ofdesign of direction of picture system.The third chapter focused on the ontology of direction of picture system of seniormiddle school. This part first clarified the concept, functions, and characteristics,introduced the design principles of designing the direction of picture system, and thenpresented the evaluation criteria for direction. The fourth chapter investigated the satisfaction degree and preference of picturesystem direction of geography textbooks used in senior middle school. Firstly, weasked the teachers to evaluate the picture system direction from the geographytextbook published by people and education publisher. Secondly, we profiled thepreference of teachers on these directions from varieties of geography textbookversions. Based on these investigations, we demonstrated the problems appeared inthe geography textbook.The fifth chapter compared several versions of geography textbook home andabroad. Those versions came from Hongkong, Taiwang, America, and China mainland.The focus is the difference of their directions. Based on the comparisons, somesuggestions were induced for home text writers and publishers.The sixth chapter introduced the first strategy of design geography picture systemdirection. This strategy is5W, i.e. where it locates, what is it, when does it happen,why does it locate there, and what function it play. At the same time an example waspresented.The seventh chapter introduced the second strategy of how to design the directionof geography picture system direction for senior middle school. The strategy is thecombination of classification and teaching structure. The geography pictures wereclassified into diagrammatic sketch, landscape map, and statistical map. This part alsoconducted a series experiments to illustrate the effects on learning of differentdesigns.The final part included conclusions and the prospective. This part summarized thestudies mentioned in previous and put forth the basic theory of how to design andevaluate the direction of picture system of senior middle school. This part highlightedthe creation points of the present paper and also discussed its limitations.Research begins in question. The design of direction of picture system is a muchin little’ research topic. Questions come from learning process, and also be solved inthis process.更多还原