本文關(guān)鍵詞： 中學(xué)地理 不對(duì)稱性 三維空間 博弈 教學(xué)策略　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：實(shí)現(xiàn)有效教學(xué)是現(xiàn)代社會(huì)教育教學(xué)的價(jià)值追求,地理學(xué)科也是如此。當(dāng)今社會(huì),信息技術(shù)的發(fā)展和社會(huì)的進(jìn)步對(duì)教學(xué)的理念、內(nèi)容和教學(xué)方式都產(chǎn)生了重大變革,地理新課程改革的推進(jìn)既給地理教學(xué)帶來(lái)了可喜的成績(jī),也帶來(lái)了諸多的問(wèn)題。不對(duì)稱性理論的發(fā)展和完善為重新審視地理教學(xué)提供了全新的視角。在此基礎(chǔ)上,本研究從物質(zhì)、能量和信息三個(gè)維度完善了教學(xué)不對(duì)稱性理論,通過(guò)調(diào)查問(wèn)卷等方式,調(diào)查分析了當(dāng)前我國(guó)地理教學(xué)過(guò)程中存在的不對(duì)稱性現(xiàn)狀和存在的問(wèn)題,分析其成因,并將教學(xué)不對(duì)稱性理論應(yīng)用到地理教學(xué)中,嘗試提出有關(guān)教學(xué)策略,為地理教學(xué)服務(wù)。文章總體上主要分為六大部分內(nèi)容。第一部分是緒論部分,主要對(duì)本研究的研究背景、研究意義做了介紹,對(duì)國(guó)內(nèi)外的研究現(xiàn)狀做了相關(guān)分析,整體規(guī)劃研究目的、內(nèi)容、方法和技術(shù)路線框架,對(duì)本研究的理論基礎(chǔ)做了說(shuō)明。第二部分是教學(xué)不對(duì)稱性理論及其博弈關(guān)系,從教學(xué)不對(duì)稱的定義及其三維空間介紹了教學(xué)不對(duì)稱性理論的內(nèi)涵,并提出了基于教學(xué)不對(duì)稱的博弈關(guān)系。第三部分是地理教學(xué)中不對(duì)稱性現(xiàn)狀的調(diào)查和分析,以武漢六中和贛州三中為例,通過(guò)問(wèn)卷的方式對(duì)教師和學(xué)生進(jìn)行調(diào)查研究,獲取第一手的資料,并剖析其成因。第四部分是教學(xué)不對(duì)稱性理論在中學(xué)地理教學(xué)中的應(yīng)用策略和實(shí)施建議,是文章的主體部分,文章提出了根據(jù)地理學(xué)科特點(diǎn),充分利用“物質(zhì)—能量—信息”對(duì)稱,適當(dāng)創(chuàng)造不對(duì)稱性,實(shí)現(xiàn)“不對(duì)稱—對(duì)稱—不對(duì)稱”的轉(zhuǎn)化的教學(xué)策略；在實(shí)際應(yīng)用中還應(yīng)該注意辯證看待地理教學(xué)中的不對(duì)稱性,適當(dāng)平衡地理教學(xué)中對(duì)稱與不對(duì)稱。第五部分為結(jié)論部分,對(duì)本文研究成果進(jìn)行了梳理,總結(jié)了研究存在的不足并進(jìn)行了展望。
[Abstract]:The realization of effective teaching is the value pursuit of modern education and teaching, and so is geography. In today's society, the development of information technology and social progress is the concept of teaching. The content and teaching methods have brought great changes, the new geography curriculum reform has brought gratifying results to geography teaching. The development and improvement of asymmetry theory provides a new perspective for the re-examination of geography teaching. On this basis, this study from the material. The three dimensions of energy and information perfect the theory of teaching asymmetry. By means of questionnaire, the present situation and problems of asymmetry in the process of geography teaching in China are investigated and analyzed, and the causes are analyzed. And apply the theory of teaching asymmetry to geography teaching, try to put forward some teaching strategies to serve the geography teaching. The article is divided into six parts. The first part is the introduction. This paper mainly introduces the research background and significance of this study, and makes a related analysis of the current research situation at home and abroad, the purpose, content, method and technical route framework of the overall planning research. The second part is the teaching asymmetry theory and its game relationship. From the definition of teaching asymmetry and its three-dimensional space, this paper introduces the connotation of teaching asymmetry theory. The third part is the investigation and analysis of the present situation of asymmetry in geography teaching, taking Wuhan sixth Middle School and Ganzhou third Middle School as examples. Through the investigation of teachers and students through the way of questionnaire, obtain first-hand information, and analyze its causes. 4th part is the application of teaching asymmetry theory in middle school geography teaching strategies and implementation suggestions. Is the main part of the article, the article proposed according to the characteristics of geography, the full use of "matter-energy-information" symmetry, the appropriate creation of asymmetry. The teaching strategy of realizing the transformation of "asymmetry-symmetry-asymmetry"; In the practical application, we should also pay attention to dialectical view of the asymmetry in geography teaching, and properly balance the symmetry and asymmetry in geography teaching. Part 5th is the conclusion part, and the research results of this paper are sorted out. The shortcomings of the research are summarized and the prospects are given.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 徐美娜;;“最近發(fā)展區(qū)”理論及對(duì)教育的影響與啟示[J];教育與教學(xué)研究;2010年05期

2 徐寶芳;裴亞男;陳萍;王香東;孫俊梅;;高中地理“雙動(dòng)兩案”教學(xué)模式的構(gòu)建[J];地理教育;2007年02期

3 李艷翎;張恒波;;論教育場(chǎng)[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2010年01期

4 白雪瑞;;試析教學(xué)中師生間的信息不對(duì)稱關(guān)系[J];黑龍江高教研究;2007年06期

5 周建設(shè);;對(duì)稱性破缺與教學(xué)改革[J];湖南師范大學(xué)社會(huì)科學(xué)學(xué)報(bào);1987年03期

6 劉穎,張海英;信息非對(duì)稱的信息經(jīng)濟(jì)學(xué)——2001年的諾貝爾經(jīng)濟(jì)學(xué)獎(jiǎng)獲得者的學(xué)術(shù)貢獻(xiàn)[J];情報(bào)科學(xué);2002年10期

7 楊文;潘雪靜;楊定喬;;鉑催化α-酮酸酯不對(duì)稱氫化反應(yīng)的研究進(jìn)展[J];有機(jī)化學(xué);2015年06期

，

本文編號(hào)：1461550