【作者】 王兆军；

【导师】 王有邦；

【作者基本信息】 山东师范大学 ， 学科教学， 2003， 硕士

【摘要】 学习策略是指学习者在学习活动中有效学习的程序、规则、方法、技巧及调控方式。有关研究表明：学习策略的运用种类和频率能够区分有效率的和无效率的学习者；恰当地运用学习策略有助于地理学习成绩的提高；对学生进行策略运用的训练，可以纳入地理教学内容之中。自20世纪70年代以来，学习策略的研究受到人们的广泛关注。不过，学习策略的研究大部分都是基于一般的学习策略，即适合于任何课程与任何形式的学习，不与特定学科或特定知识相联系的认知策略、元认知策略的研究。至于与特定学科相联系的学科学习策略，尤其是地理学习策略则很少涉及，对基础教育阶段的中学生的地理学习策略研究更为鲜见。 本文在介绍了国内外有关地理学习策略的最新研究现状后，采用问卷调查法进行研究。所采用的问卷是在访谈与观察的基础上，参考有关文献修订而成。本问卷将地理学习策略分为元认知学习策略、地理信息选择策略、地理信息编码策略、地理思维策略、地理学科特点学习策略五种类型，每个类型设置若干项目，共48个条目。按照分层随机抽样原则，本研究的被试分别取自山东省4个地市的14所普通高中，共1147人，调查采用集体施测的方式进行。 通过对数据的统计分析、研究发现，高中生地理学习策略运用的总体水平偏低。具体表现在以下几个方面： 1．高中生地理学习策略运用水平存在性别差异； 2．高中生地理学习策略运用水平存在显著的年级群体差异； 3．高分组与低分组学生地理学习策略应用水平存在的差异非常明显。 上述结果与国内外已有的同类研究成果基本吻合，在一定程度上反映出我国高中生地理学习的有关特征。 上述结果表明，地理学习策略虽然在一定程度上能够自发了解和掌握，但系统的、科学的学习策略的掌握还需要广大地理教师的耐心培养与训练。因此，笔者针对高中生地理学习特点与地理学习策略运用的现状，提出：为了提高高中生地理学习策略的运用水平，为了提高高中生地理学习成绩，要从教师转变教育观念和学生转变学习观念两方面入手。教师对学生有意识地进行地理学习策略的训练，能有效地促进地理知识的学习和掌握。由于策略培养的有效性受到诸多因素的制约，教师宜根据学生自身的特点，让他们运用元认知策略去评价自己使用的学习策略是否成功，然后指导他们选用适合自己的有效策略。并根据不同学习阶段的特点调整策略，使他们在潜移默化中逐步掌握学习策略，养成良好的学习习惯。更多还原

【Abstract】 Learning strategies is a procedure to point the learner to study effectively in study activity, rule, method, and technique and adjust to control the way. Concerning studies show that: The utilizing kinds and frequency in the learning strategy can distinguish effective from inefficient learner; Utilizing the learning strategy properly can help improve one’ s school achievement in geography; The strategies utilizing training on students can be channeled into the teaching in geography. Since the 1970’ s, the research on learning strategies has been paid close attention. However, learning strategies in research are mostly about general strategies, that is, cognitive and metacognitive strategies suitable for any course and any form, not connecting with particular knowledge. As to the learning strategies connected with certain course especially the learning strategy in geography, people seldom involve in research, let alone the study to learning strategies in geography of students during the period of elementary education.This research mainly adopted the questionnaire investigates method, in which the geographic learning strategy questionnaire, revised in accordance with observations, interviews and related literatures. The questionnaire divides the learning strategy in geography into 5 types, that is, metacognitive learning strategy, geography information choice strategy, geography information codes strategy, geography thinking strategy, and geography course characteristics learning strategy. Each type establishes some items, totally 48 articles. The subjects, totally 1147 students of middle school, were from 4 cities of Shandong Province by means of the stratified random sampling, and administering the questionnaires to a class each time collects the data.The findings of this research indicate that the overall level of learning strategies in geography that senior middle school student’ s employ is lower. The detail results are as follows:1. Significant gender difference is shown in the overall level of learning strategies in geography that senior middle school students employ.2. Singnificant grade difference is show in the level of learning strategies in geography employed by senior middle school students.3. Very significant difference is show in the usage level between the students’ high scorers and low scorer.Such results have been discussed in this thesis, on the certain degree reflecting our students’ characteristic in geographical learning strategies.The result above expresses, learning strategy in geography on the certain degree can self-moving winning, but the gain of systematic and good strategies still calls for the patient educating and training of vast numbers of geography teachers. So, aim at the study characteristics and present condition of the strategy application of the senior high school students, this research points out, promoting the level of students in using geographical learning strategies and increasing attainment the teachers first change their educational idea and the students changes their academic idea at the same time. It can promote the study in the geographical knowledge availably that having the students trained consciously in geographical learning strategies. Because the effectiveness of strategies training is restricted by many factors, the teachers should let the students evaluate whether their strategies are successful or not according to metacognitive strategies, then guide them to choose own valid strategies, and according to the characteristics to adjust strategies in different stage, and make them controlling strategies gradually in imperceptible influence, develop the good study habit.更多还原