【作者】 杜晓初；

【导师】 李家清；

【作者基本信息】 华中师范大学 ， 课程与教学论， 2002， 硕士

【摘要】 本文主要研究1981～2000这二十年中我国地理课程与教学论研究的发展情况。主要通过对《地理教学》、《中学地理教学参考》和《地理教育》三种期刊二十年来发表文章的统计，结合教育科学、心理学以及地理科学等方面的研究成果进行分析。主要包括以下几个部分：学校地理课程与教学论研究的理论基础；二十年来我国学校地理课程与教学论研究的发展；我国学校地理课程与教学论改革研究及成就；我国地理课程与教学论研究存在的问题以及我国学校地理课程教学论研究的前瞻。 地理课程与教学论研究要以系统科学思想、现代教育理论、现代心理学理论、现代地理科学以及《地理教育国际宪章》等作为指导。二十年来我国地理课程与教学论研究无论是从数量上还是从质量上看都有很大的发展。地理教育科研的人员结构更趋合理，素质也有明显的提高。从研究的内容结构来看，所涉及的内容大体上可以分为地理教育思想的研究、地理课程与教材的研究、地理教学方法的研究、地理教学媒体的研究、地理教学评价的研究等，但各研究的情况又有所不同。其中地理课程与教材的研究、地理教学方法的研究以及地理教学媒体的研究投入力量较大；地理教学评价的研究虽然也不少，但主要集中于对地理考试试卷试题的分析，内容不够完备；地理教育思想是地理教育科研比较薄弱的环节；地理比较教育研究有所涉及，但主要局限于横向的比较研究，纵向的比较较少。 地理课程与教学论研究与地理教育改革是相互促进、相互影响和共同发展的关系。特别是地理课程与教学论研究的发展，对地理教育改革的促进最为直接。二十年来我国学校地理课程改革研究取得了很大的成绩：构建了相对完整的学校地理课程体系，出现了多样化的教材；优化地理课堂教学媒体与结构，提高了教学质量；初步形成了教学评价的新机制，推进了地理素质教育的发展。 我国地理课程与教学论研究存在以下一些问题：研究制度还不完善，必须加强地理课程与教学论研究的制度管理；研究内容还不完备，在有些方面d 飞 硕士学位论文 VN’’H＊eH Vu”r厂S川IE讥还存在着研究的盲区和薄弱地带，必须尽快进行弥补；研究水平尽管有很大的提高，但大多局限于应用研究，理论研究还有待加强；研究的指导思想还有待端正，要用现代教育教学思想来指导教科研工作。 我国地理课程与教学论研究要在现有成绩之上，继续巩固原有的研究强项，同时要加强以下薄弱环节的研究：地理教育可持续发展及地理教育中创新思维和主体意识培养的研究、地理教育比较研究、地理课程理论与应用研究、地理课程标准研究、地理教材研究、学生学习心理以及学法指导研究、地理教育评价研究等。更多还原

【Abstract】 This paper mainly studies the development of Geography Theory of Curriculum and Instruction (GTCI) of China since 1981 to 2000. The study is carried out chiefly through the statistic data of three periodicals Geography Teaching, Teaching Reference of Middle School Geography and Geography Education in the 20 years, and integrating with researching achievements of the theories of education science, psychology, geography science and so on. The content includes five parts: theoretical basis of school GTCI study, the development of Chinese school GTCI study in the 20 years, reforming study and achievement of Chinese GTCI, problems of GTCI and prospect of it.GTCI studies should be directed by systematic ideology, theories of moderneducation and psychology, modern geography science and International Charter of Geography Education. Chinese GTCI study has made a great progress both in quantity and quality in the past 20 years. The construction of GTCI researchers is more reasonable than before and qualities of them have been enhanced obviously. As far as the researching content is concerned, it includes studies on geography education ideology, geography curriculum and textbooks, geography teaching media, methods and evaluation. In these, the researches on geography curriculum and textbooks, teaching methods and media are more than others; the researches on geography teaching evaluation focus on analysis of test paper; the researches on geography education ideology are weak; the geography comparative researches confine to longitudinal studies and latitudinal studies are few.GTCI researches and geography education reform promote each other, affect each other and develop in common. Especially, the progress of GTCI researches promotes geography education reform directly. Chinese school GTCI researches gain enormous achievement: comparably complete school geography curriculum system was established and sorts of textbooks were published; geography teaching in classroom was optimized leading to high quality of teaching; the preliminarygeography teaching evaluation system promotes the development of all round development education.There are some problems lying in GTCI researches: institution of them is not perfect and we must enhance the management of GTCI researches; the contents of them are not complete and we should reform them as soon as possible; level of them is heightened but most of them confine to application researches; we should direct education researches using modern education ideology and conception.Basing on achievements we have gained, we should consolidate emphasized items of GTCI researches and strengthen weak parts as follow: researches on geography education sustainable development and innovative thought and main body ideology in teaching, geography education comparative researches, geography curriculum theory and application, geography teaching syllabus, geography textbooks, student’s learning psychology, learning methods and geography teaching evaluation.更多还原