【作者】 陈实；

【导师】 陈佑清；

【作者基本信息】 华中师范大学 ， 课程与教学论， 2014， 博士

【摘要】 论文在两个对比分析,即我国中学生地理奥林匹克竞赛中知识环节(笔试)与动手解决实际问题的环节(户外测试)对比,大陆、香港、台湾(中国)和澳门两岸四地初、高中地理课堂教学对比分析的基础上,基于地理学与地理教育的价值日益重要的现实,结合我国中学教育的特点：即注重系统地理知识的学习,忽视、轻视学生解决生产生活中地理实际问题的能力,地理实践意识缺乏,地理知识学习与学生情感态度价值观的养成相脱节的实际,提出了“地理实践素养”这一概念,并界定了概念。从地理实践经历、地理实践倾向性、地理实践能力及地理实践过程中的创造性四个维度剖析了地理实践素养的构成。结合地理学科的独特视角与地理教育目标,从掌握地理过程与方法的基本和对学生进行人文素养教育的重要途径两个角度分析了中学生地理实践素养的价值。要培养我国中学生地理实践素养,必须清楚我国教育的大环境。学习是学生经验获得和改造的过程。学校教育是人类经验传承的一种特殊方式。学校经验获得不能背离人类经验获得的基础。论文在分析个体经验与隐形知识,集体经验与显性知识的基础上,讨论了学校的出现在提高经验传递效率的同时,也带来了知行分离这一与生俱来的缺憾。学校教育如何减少或克服这一缺憾,实现知行结合?论文在系统对经验进行分析的基础上,提出了“完善经验”的概念。“完善经验”描述了经验形成与发展的理想状态下,良性的、优化的经验获得与形成过程。它基于经验之间相互的联系,具有连续性、顺序性和整合性的特点。完善经验的价值取向不是培养“知识人”,而是培养“生活主体”。基于完善经验的教育在改造学生认知经验、行动经验与情感经验方面具有积极的意义。根据我国中学教育的实际,完善经验教育变革的重点是提高学生的实践素养。在系统理论分析的基础上,结合我国中学地理教育的现实,作者从地理实践素养的构成、培养途径、培养方法和培养环境创设四个维度建构了现代中学生地理实践素养培养的框架体系。要培养我国中学生现代地理实践素养,必须了解中学生地理实践素养的现况。二十多年从事和研究中学地理教育,作者对我国中学生地理实践素养的现实状况有一定的感性认识。为了量化感性认识,作者针对初、高中各个年级阶段,依据初、高中地理课程标准,设计了四套中学生地理实践素养调查问卷。作者从地理实践经历、地理实践兴趣、地理实践能力(自我认识和实际表现)、地理实践意识五个维度对四个年级的学生进行了调查。问卷主要在湖北、江西两省11个学校,44个班级发放,发放问卷合计2016份。问卷发放时考虑到城市学校与乡村学校,省级重点中学、县市重点中学和非重点中学的平衡,兼顾到学校中的重点班和普通班。对问卷调查的结果用数学统计方式进行归类分析。总体的结论是：在中学各个年级阶段,学生地理实践经历非常少。学生对地理实践的兴趣很高。地理实践能力自我认识的程度值比实际表现出来的程度值要高出很多。学生地理实践意识比较淡漠。结合对中学地理教师的访谈,也印证了问卷调查的结论。如何培养我国中学地理实践素养?作者建构了现代中学生地理实践素养培养的框架体系。重点阐述了该框架体系地三个方面：即中学生地理实践素养培养的途径、方法与环境。其中中学生地理实践素养培养的方法是阐述的重点。依据中学地理分类的特点,重点从自然、人文、区域三个角度对地理实践素养培养方法进行了分析总结。其中自然地理实践素养的方法着重在科学观察的方法,野外考察的方法,实验的方法和基于信息技术支持的方法；人文地理实践素养的方法着重论述了人文地理考察,人文地理访谈和调查研究的方法；区域地理初中阶段侧重于认识区域特征的实践方法,高中阶段侧重于探究区域问题的实践方法。为了有针对性地解决我国中学生地理实践素养的培养问题,作者结合问卷调查、教师访谈、中外地理教材对比分析、课堂观察、论文资源收集等五个方面,分析了我国中学生自然地理实践素养、人文地理实践素养和区域地理实践素养培养的现实问题。针对这些问题分别探讨了自然、人文、区域地理实践素养培养的策略。其中自然地理实践素养的培养策略是基础,也是作者重点论述的部分。人文地理实践素养培养是薄弱环节。作者在论述过程中将具体的策略和案例结合起来,侧重于尊重学生人文地理经验的形成规律,加强人文地理观察、记录、分析、展示的方法指导,培养学生的人文素养和文化品位。区域地理实践素养培养以前两者为基础,初、高中侧重点不同。初中阶段重点培养学生确定区域方位、辨识区域事象和概括描述区域特征的能力。高中阶段注重以学生身边的区域问题为切入点,以掌握区域实践方法为核心,提高学生解决区域问题的能力。更多还原

【Abstract】 Based on two pair of contrasts, i.e. the contrast between the knowledge selection (written test) and experimental section (outdoor test) of Chinese high school students in the International Geography Olympic games, as well as that between teaching in middle and high school’s classroom in Chinese mainland, Hong Kong, Macao, and Taiwan (China), as well as the value of geography and geographic education increasingly important reality, and combined with the characteristics of Chinese education, i.e. the over-concentrating on systematic learning of geography knowledge but ignoring the problem solving ability of students in real life, the lack of practical sense, and disconnection of learning geography knowledge and the development of students emotion, attitude and values, in this thesis we put forward and define the concept named Geographic Practice Literacy. According to experience, orientation, skill and creativity of geography practice, this work analyzes its compositions. Considering the unique perspective of geography and the aim of geography education, this thesis analyzes its value from student’s comprehension of geographic process and method, and development of Humanistic Literacy.If we want to culture Geographic Practice Literacy of middle and high school in China, we should recognize the circumstance of Chinese education. Learning is the process that students gain experiences. The education in School is a special way that human being spreads its experiences. Experiences gained in school cannot disobey the base of human’s experiences gained. By analyzing the individual experiences and tacit knowledge, and the collective experiences and explicit knowledge, we recognize that the presentation of school on the one hand improved the efficiency of experiences spreading; on the other hand leads to the separation between practice and learning. How could education in school overcome those problems, and achieve the combination of practice and learning? In terms of systematic analysis on experiences, this thesis proposes the concept of well-run experiences describing how to get and form the beginning and optimized experiences on the ideal condition. Well-run experiences are based on the interrelationship of experiences with the characteristics of continuity, succession and conformability. The orientation of well-run experiences is not to develop’knowledge person’, but to develop’living subject’. The education based on well-run experiences has positive effect on transforming students’cognitive experience, action experiences, and emotional experiences. According to the reality of middle and high school education in China, the key point of the education reform based on well-run experiences is the improvement of students’ practical ability. Based on the systematic and theoretical analysis, and combined with the realities of geography education in Chinese middle and high school, the author constructs the development model of middle and high school students’geography practice ability from the elements, the way, the method and the environment of geography practice ability.We should know the current situation of middle and high school students’ geography practice ability in order to improve it. The author has been engaged geography teaching and research in middle school for20years, and has perceptually understood to the education in Chinese middle and high school. In order to quantify perceptual understanding, the author, according to junior and senior high school geography curriculum standards, designs four sets of questionnaires to difference ages in middle and high school to research students’geography practice ability. The author investigates students in four grades from the experiences, the interests, the skills (self awareness and real situation), and the conscience of geography practice.2016Questionnaires are distributed in44classes among11schools in Hubei and Jiangxi provinces. The author made balance between urban and countryside schools, province magnet schools, city magnet schools and non-magnet schools, and talented program and non-talented program. The author uses mathematical and statistical methods to classify the results. The conclusion showed in every stage of middle and high school, students have very few experiences in geography practices. Students have great interests in geography practices. They have more lower practice abilities (self awareness) than practice abilities (real situation). They have very few conscience of geography practice. Combined with interviews for secondary school geography teachers, the author also confirms the conclusions of the survey.How to develop Chinese students’Geographic Practice Literacy? According to the development model of modern middle and high school student’s geography practical literacy, the author expatiates on the way, method and environment of middle and high school geography practice ability, and concentrated on the method of developing Geographic Practice Literacy. From the characteristics of classification of geography of middle school, the author pay attention to practical literacy of natural, humanity, and regional geography. Practice methods of natural geography are concentrated on scientific observation, felid survey, experiment, and information technology; Practice methods of human geography are focused on human interview and survey. Practice methods of geography are concentrated on the practical method of regional characteristics in junior high school stage, and the research of regional problems in senior high school stage.To solve the problem of development of Chinese high school students ’geography practice ability, combined with questionnaire, teacher’interview, contrast between Chinese and foreign text books, observation in class and thesis collection, the author analyzes the current problems of practice ability of natural, human and regional geography of students in China. The author discuses the cultivating strategies of geographic practice literacy. The cultivating strategies of natural geography practical literacy are the foundation, and also the key point of writer’s discussion. The cultivating strategies of human geography practical literacy are the weak link. The author combines the specific strategies and case studies, focusing on respecting the formation law of students’ experience in human geography, and reinforces the methodological guidance of humanistic geography, such as observation, record, analysis, presentation, and develops students’ Cultural literacy and Cultural taste. The cultivating strategies of regional geography practical literacy are different in junior and senior high school. In junior high school, it concentrated on students’ability to clarify orientation and regional things, and describe regional characteristics; in senior high school, it concentrates on the improvement of students’ ability to solve problems from daily life.更多还原