【作者】 杜晓丽；

【导师】 李家清；

【作者基本信息】 华中师范大学 ， 地理教育， 2008， 硕士

【摘要】 基础教育课程改革,初中开设综合课程,高中以分科课程为主。武汉市(武昌区)作为第一批国家课改试验区,在初中设置了综合课程《科学》,融合了物理、化学、生物、地理等学科的内容,而在高中随着课程改革的进行,仍然分科设置物理、化学、生物、地理课程。地理课程与科学课程的衔接成为必须面对解决的重要教学问题。这对于学生的地理学习,教师的地理教学,完善课程体系的形成都具有重要意义。本文在对武汉部分学生、教师,调查、访谈的基础上分析了科学学习背景的学生的特点,寻找了衔接的理论支撑,通过教学实践,总结提出了地理与科学衔接的5个策略,学习心理发展衔接策略、“三维目标”递进衔接策略、课程内容建序衔接策略、“先行组织者”衔接策略、“上位学习”衔接策略。并在衔接策略的指导下,设计了4个地理与科学相关内容衔接的教学设计,以期能为高中地理与科学的有效衔接提供一些教学参考及理论指导;促进高中学生的地理学习与教师的有效地理教学。本文分5部分,1、初中科学学习学生的地理素质调查。对比调查、分析了初中地理学习与科学学习的学生的学习状况。2、初中科学课程标准与高中地理课程标准内容比较分析。对比分析了科学课程标准与地理课程标准的部分内容,并对比了科学教材与地理教材的异同,发现一些内容有很强的相关性。3、主要理论依据,包括系统科学理论、学习理论、新课程改革理论、地理教学论。这些理论为教学衔接提供了理论基础与方法指导。4、高中地理与科学衔接的基本策略。包括学习心理发展衔接策略、“三维目标”递进衔接策略、课程内容建序衔接策略、“先行组织者”衔接策略、“上位学习”衔接策略。5、地理与科学教学衔接的教学案例。在衔接策略指导下,以教学设计的形式尝试撰写了4个科学与地理教学衔接的案例。最后对本论题的研究观点作出了概括,对未涉及的研究领域进行了前瞻与建议。更多还原

【Abstract】 The course reform of elemental education includes two aspects:the comprehensive course appears in junior high schools,whereas individual-subject courses occupy the main part in senior high schools.Wuhan(Wuchan District),as one of the first experimental areas of the national course reform,sets up,in junior high schools,the comprehensive course—"Science" which syncretizes the content of physics,chemistry, biology and geography etc.Whereas senior high schools,as the course reform goes on, still have these courses:physics,chemistry,biology and geography etc.individually set up.Thus,the linking-up of the course of geography and the course of science becomes an important teaching problem that we must face and solve,which is so meaningful to students’ studying geography,teachers’ teaching geography and the formation of a better coure system.Based on the investigation on and the talking with some students and teachers in Wuhan,this paper analyzes the features of those students who study the subject of science,finds the theoretical support of the linking-up,and,through teaching practice, generalizes five strategies on the linking-up of geography and science:the linking-up strategy of the development of students’ studying psychology,the linking-up strategy of the stepping-up of the "three-dimensional aims",the linking-up strategy of the order-setting of course content,the linking-up strategy of "the leading organizer",and the linking-up strategy of "epigynous study".What’s more,with the guidance of these linking-up strategies,this paper offers 4 teaching designs on the linking-up of the related content in geography and science.The author hopes that this paper can offer some useful teaching reference and theoretical guidance on the effective linking-up of geography and science in senior high schools,and do good to high school students’ geography study and teachers’ geography teaching.This paper is divided into 5 parts:Part 1,the investigation on the geographical quality of those junior high school students who study science;Part 2,the comparative analysis of the content between the criteria of science in junior high schools and the criteria of geography in senior high school;Part 3,the major supporting theories, including the theory of systematic science,the study theory,the theory of new course reform,and the geography teaching theory;Part 4,the basic strategies on the linking-up of geography and science in senior high schools;Part 5,teaching cases on the linking-up of geography and science.At last,this paper makes a generalization on the views and gives some prediction and suggestions on those unmentioned fields.更多还原