探究学习方式在地理教学中的应用研究

【作者】 肖海丰；

【导师】 袁孝亭；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 论文围绕探究方式在地理教学中的应用问题展开，侧重从地理探究学习的基本理论、目标、模式、策略、实践和评价几方面进行探讨。在研究过程中，主要采用文献查阅、实践研究和比较分析等方法。专注于实现探究方式和地理教学的融合与统一。论文主要从以下方面进行论述： 第一，针对地理探究学习的几个基本理论问题进行分析。首先，明晰了地理探究学习和地理科学探究的界限。对地理探究学习和有意义接受学习加以比较，旨在突出它们各自的优势及二者的互补性。然后，从多角度对地理探究学习进行分类，概括出地理探究学习的基本原则。最后，对地理探究学习的影响因素进行了剖析。 第二，针对探究方式的特点，结合地理学科的具体内容，文中对地理探究学习的目标进行了定位。本文将地理探究学习的目标划分为三个部分，即认知目标、能力目标和情感态度价值观目标。 第三，构建了地理探究学习的一般模式。模式中将地理探究学习细化为六个阶段。在此基础上，着重指出各阶段教师指导的具体策略。 第四，针对教师在地理探究实践中的疑问，提出具体的解答策略。对于时间冲突问题，提出多种探究方式相结合及寻求家长、社区支持策略。对于如何发展学生个性问题，从探究过程、评价等角度提出相应策略。对于探究方式的选择问题，建议对具体探究方式进行适宜性、可行性、可接受性分析。 第五，针对不同的地理课题，提出相应的探究策略。在《地理教育国际宪章》中，将地理问题划分为位置和分布、地方、人与环境的关系、空间的相互作用、区域几部分，不同地理问题的探究策略是不同的。借鉴以上分类，文中从地理位置和空间分布、地理特征、地理过程、地理因果关系、空间相互作用、人地协调途径几方面，分析不同地理问题的探究策略。 第六，提出地理探究学习质量评价原则、标准和方法。其中标准是采用案例形式呈现的，其目的是指出对地理探究学习评价的思路。更多还原

【Abstract】 This paper spreads out around the application of the Probe Means to the geographical education. Special emphasis is laid on the basic theory, target, pattern, tactic, practice and evaluation of the Geographical Probe Learning. Consulting the document, practical research, comparative analysis, etc are mainly adopted in the course of the research. It concentrates on the realization of the mergence and unification of the Probe Means and the geographical education. This paper will take up the following aspects:Firstly, analyzing in accordance with some basic theories of the geographical research learning. First of all, make the demarcation line of the Geographical Probe Learning and geographical scientific research clear. Comparison between the Geographical Probe Learning and the meaningful accepted learning is aimed at stressing their own dominant position, separately, and the complementanity of the two. Then classify the geographical research learning from varsities of angles in order to conclude the basic principles of the Geographical Probe Learning. Finally, analyse the influential factors to the Geographical Probe Learning.Secondly, fixing the orientation of target of the Geographical Probe Learning in connection with the characteristics of the Probe Means, in the light of the concrete content of the geography. This article divides the target of the Geographical Probe Learning into three parts. They are cognitive target, capacity target and the target of emotion manners and value.Thirdly, constructing the common pattern of the Geographical Probe Learning. According to this pattern, the Geographical Probe Learning is specifically divided into six phases based on it. Concrete tactics of the teacher’s guiding in each phase are emphasized.Fourthly, putting forward the concrete explanation tactic in accordanceIIwith the questions proposed by the teachers in the geographical research practice. As to the time conflict, the combination of various Probe Meaans, going in quest of the parents and the commuity support tactics have been presented. As to how to develops the students’ personality, corresponding tactics have been presented from the angles of researching process evaluation, etc. As to the Selection of the Probe Means, the analysis of suitability, feasibility and acceptability should be carried on to the specific Probe Means.Fifthly, putting forward the corresponding Probe Tactics in accordance with different geographical subujects. In the International Geographical Educational Charter, the geographical problems have been classified into several aspects桺osition and Distribution, Locality, the Relationship of Human and the Environment, Interaction of the Spaces and the District. The Probe Tacticts of different geographical problems are different. Drawing on the experience of the classification above from the aspects of geographical position and spacial distribution, geographical feature, geographical process, geographical causality, spacial interaction and people and the earth’s coordinating way, the Probe Tactics of different geographical problems are analysed in the article.Sixthly, putting forward the Geographical Probe Learning’s quality evaluative principles, standards and methods. Among them the standards are emerged in the form of cases. It aims at pointing out the thinking of the Geographical Probe Learning’s evaluation.更多还原