【作者】 陈素芹；

【导师】 何佳梅；

【作者基本信息】 山东师范大学 ， 学科教学论， 2003， 硕士

【摘要】 2001年开始的新一轮课程教材改革，突出强调学生在学习活动中的主体地位，认为学生的主体活动是学生得以全面发展的基础，个体素质只有在积极主动、丰富多样的实践活动中才能生成与发展。充分发挥学生的主体作用，让学生在形式多样的主体实践活动中获得知识、培养能力、得到全面发展，是中学地理落实素质教育、贯彻主体教育思想，提高教学实效的基本思路。活动教学的根本目的是对现行的知识本位、教师中心和以传授、灌输为主的教学模式进行改造，使教学过程真正建立在学生自主活动、主动探究的基础上，通过学生全面、多样的主体实践活动，促进主体精神、创新意识和实践能力等多方面素质的整体发展。因此，本文尝试把活动教学理论运用到中学地理教学改革实践中来，对中学地理活动教学的有关理论和实践问题进行了较为系统的研究。这种研究的意义不仅在于丰富和发展现有的中学地理学科教学论，而且在于试图从实践中寻求一条能够革新传统教学模式、提高中学地理教学实效、改变中学地理教学现状的有效途径。所以，本课题研究具有较强的理论价值和实践意义。全文共分五部分：1．活动教学的基本原理 在这一部分中，首先介绍了活动教学思想的由来与发展。其次，明确了活动教学的内涵与基本主张。第三，论述了活动教学的目标与功能。2．中学地理活动教学的构建基础 在这一部分中，首先阐述了中学地理活动教学的必要性和可行性。其次，结合中学地理教学原则以及活动教学的本质，提出了中学地理活动教学的基本原则。第三，借鉴有关研究成果，探讨了中学地理活动教学的教学策略。3．中学地理活动教学的形式 在这一部分中，结合实际教学案例阐述了三种教学形式。一是开设地理活动课，主要有研究课、模拟课、辩论课、分组讨论课等形式。二是传授式教学活动化，这实际上是对传统的传授教学为主的课堂教学形式的改革，其基本思想是让学生在动中求知，促使学生动脑动口、动手动眼、动情，充分发挥学生的积极主动性。三是课外活动教学化，是指把一部分课外活动项目 o观察观测、阅读欣赏、竞赛演讲、教具制作和文艺娱乐等）纳入教学计划，由专门教师予以指导，使之变为正规的教学活动。 4．中学地理活动教学的评价 在这一部分中，首先借鉴中学地理教育评价原则以及对活动教学本质特点的认识，探索性地提出中学地理活动教学评价的主要原则。其次，结合活动教学相关的评价指标体系，阐述了中学地理活动教学的评价内容与评价标准。第三，提出了中学地理活动教学的主要评价方法。 5．中学地理活动教学前瞻 在这一部分中，主要说明了两个问题。一是中学地理活动教学的发展前景；二是指出不足，在今后的教学过程中要不断地改进和完善中学地理活动教学的理论和实践。 尽管有关活动教学的研究与实验在我国己有不少，但它毕竟刚刚起步。本文的创新之处在于把活动教学引入中学地理教学，并从理论与实践的结合上做了比较深入的研究和探讨，较为系统地提出了中学地理实施活动教学的基本思路和模式。当然，这个选题本身就具有创新意义，既然是创新，就会不可避免地存在这样或那样的问题。因此，无论是从理论上，还是从实践探索和评价上，都有待于今后进一步的完善。更多还原

【Abstract】 The main participation of the students is the starting point where they can have an over-all development, while the development of the individual can be achieved only by this active and various participation. And it is also the basic principle for the quality education of the middle school geography. The essential purpose of activity teaching is to try to reform the current teaching pattern of departmental selfishness of knowledge, making the teacher teaching center and inculcating knowledge in students. Through students’ all-round and various principal-part practical activities, activity teaching aims at the promotion of whole development of qualities in principal spirit, bringing forth new ideas and practical ability. Based on this group participation, the article attempts to put the activity teaching theory into the teaching practice and it gives a general idea of the theory from both its theoretical and practical points. The research made of these points by this article can not only develop and enrich the present teaching methodology, but it can also reform the traditional teaching framework, thus leading to improving the effectiveness of the present teaching and even to making some changes. Therefore, this research can be of greater value and significance either from its theory and practice.The full article is divided into five parts:1.The fundamentals of activity teaching. Firstly, this part gives anintroduction of the formation and development of activity teaching. Secondly, it informs us the intension and the basic views of activity teaching. Thirdly, this part deals with the objectives and functions of activity teaching.2.The foundation of the activity teaching of high school geography. In this part, firstly it states both the necessity and operation of such teaching. Secondly, it creatively puts forward activity teaching principles of geography in high school according to the main teaching principles of geography and essence of activity teaching in high school. Thirdly, it used relevant achievements and put forward the consideration of creation of teaching tactics in geography activity teaching of high school.3.The various forms of activity teaching of high school geography. In this part, it expounded three teaching forms in accordance with the practicalteaching cases. The first one is to carry out geography activity classes, with research project, presentation, argument, group discussion included. The second one is activity in teaching process. Its basic thought is making students gain knowledge in activity. The ways of activity are using their brains, mouths, hands, legs, eyes and feelings. The third one is teaching in the extracurricular activities. It means to plan some items of extracurricular activities plan, and directed by the special teachers and changed it into the formal teaching activity, such as observation, reading for enjoyment, contests and speeches, the making of teaching aids and entertainment.4.The evaluation of activity teaching of high school geography. Inthis part, the article first uses for reference assessment principles for high school geography education and the awareness of the characters of activity teaching, and tries to summarize the principal principles of activity teaching of high school geography. Secondly, the article sets forth the evaluation contents and standards of activity teaching of high school geography, combining them with related evaluation index systems of activity teaching. Thirdly, the article raises the evaluation methods of activity teaching of high school geography.5.Looking forward to the future of activity teaching of high school geography. This part mainly deals with two problems. One is the future development of activity teaching of high school geography and the other is mainly about the imperfectness, which needs improvements both in its theoretical and practical sides in future.Although researches and experiments about activity teaching are not uncommon, yet all of this is only the first step i更多还原