高中地理科學方法教育現(xiàn)狀及優(yōu)化策略研究
發(fā)布時間：2018-07-26 19:13
【摘要】：科學方法教育是提高學生科學素養(yǎng)的重要途徑。隨著高中新課程改革的不斷推進,科學方法教育在基礎(chǔ)教育中的地位不斷提升。2003年4月教育部頒發(fā)的《全日制普通高中地理課程標準(實驗稿)》將“過程與方法”設(shè)為三維課程目標之一,并作為地理課程的關(guān)鍵目標,并在評價建議中做出明確要求,表明地理科學方法教育在地理教學中處于重要地位。然而,目前國內(nèi)對于地理科學方法教育的研究是相對欠缺的,因此,持續(xù)關(guān)注和深入探討地理學科科學方法教育相關(guān)問題是十分迫切和必要的。論文通過借鑒國內(nèi)外科學方法教育的相關(guān)研究成果,在明確地理科學方法教育基本概念和內(nèi)涵的基礎(chǔ)上,以建構(gòu)主義理論、認知學習理論、體驗式學習理論和多元智能理論為理論依據(jù),以南寧市四所不同層次普通高中的學生為研究對象,采用定性分析與定量分析相結(jié)合的方式對普通高中的地理科學方法教育的認識、學習現(xiàn)狀、有效途徑、存在問題和影響因素進行了分析與研究。論文采取問卷的形式,對南寧市四所高中的教師和學生進行調(diào)查,分別是南寧一中、南寧二中、南寧九中和南寧十三中,問卷發(fā)放涵蓋了高中三個年級,發(fā)放學生問卷1200份,收回有效問卷1075份;發(fā)放教師問卷48份,收回有效問卷40份。根據(jù)學生問卷調(diào)查分析,結(jié)論主要包括:學生認識到了地理科學方法教育的重要性,但在學習過程中并未重視對地理科學方法的學習;學生普遍對地理歸納法掌握得相對較好,對地理實驗法、地理觀察法、地理演繹法的掌握有待加強;根據(jù)具體地理內(nèi)容選擇適當科學方法的能力欠缺;學生主要通過教師直接講授和習題練習來學習地理科學方法,課外活動、研究性學習開展較少,地理科學方法的學習途徑有待拓寬;多數(shù)學生希望增強師生互動,共同學習地理科學方法。根據(jù)教師問卷調(diào)查分析,結(jié)論主要包括:教師認識到了地理科學方法教育的重要性,但自身科學方法教育水平有待提高;目前的教師培訓有關(guān)科學方法教育相關(guān)內(nèi)容較為欠缺;在實際教學中地理科學方法教育并未得到有效開展;地理科學方法教育總體情況并不理想;阻礙教師進行科學方法教育的原因包括:教學策略欠缺、重視不足、教師團隊欠缺、學生基礎(chǔ)薄弱等。針對地理教學過程中科學方法教育存在的主要問題,提出優(yōu)化普通高中地理科學方法教育的策略:構(gòu)建地理科學方法教育的目標體系;豐富地理科學方法教育的內(nèi)容;深化學生對地理科學方法價值的認識;強化學生對地理科學方法的運用能力;加強教師有關(guān)科學方法的職前、職后培訓。
[Abstract]:Scientific method education is an important way to improve students' scientific literacy. With the development of the new curriculum reform in senior high school, The status of scientific method education in basic education is increasing. In April 2003, the National Geography Curriculum Standard (Experimental draft) issued by the Ministry of Education set "process and method" as one of the three dimensional curriculum objectives. As the key goal of geography course and the clear request in the evaluation suggestion, it shows that the education of geography science method plays an important role in geography teaching. However, the current domestic research on the education of geographical scientific methods is relatively lacking. Therefore, it is very urgent and necessary to continuously pay attention to and deeply explore the related problems in the education of scientific methods of geography. On the basis of defining the basic concepts and connotations of scientific method education in geography, the thesis uses constructivism theory and cognitive learning theory as the basis for reference to the relevant research results of scientific method education at home and abroad. On the basis of experiential learning theory and multiple intelligences theory, the students of four different levels of senior high schools in Nanning City are taken as the research objects. By combining qualitative analysis with quantitative analysis, this paper analyzes and studies the understanding, learning status, effective ways, existing problems and influencing factors of geography scientific method education in ordinary senior high schools. The paper takes the form of questionnaire to investigate the teachers and students of four senior high schools in Nanning. They are Nanning No. 1 Middle School, Nanning No. 2 Middle School, Nanning No. 9 Middle School and Nanning No. 13 Middle School. The questionnaire distribution covers three grades of senior middle school and 1200 student questionnaires. 1075 valid questionnaires were collected, 48 teacher questionnaires were distributed and 40 valid questionnaires were collected. According to the questionnaire survey, the main conclusions are as follows: the students realized the importance of the education of geographical scientific methods, but did not pay attention to the study of the methods of geography science in the process of study, and the students generally had a relatively good grasp of the method of geography induction. The methods of geography experiment, geography observation and geography deduction need to be strengthened; the ability to choose appropriate scientific methods according to the specific geographical content is lacking; the students mainly study geography scientific methods through teachers' direct teaching and exercise exercises. Extracurricular activities, research-based learning to carry out less, geographical science methods to broaden the way to learn; most students want to enhance the interaction between teachers and students, learning geography scientific methods together. According to the questionnaire survey of teachers, the main conclusions are as follows: the teachers have realized the importance of the education of geographical scientific methods, but the educational level of their own scientific methods needs to be improved; In the actual teaching, the education of geography scientific method has not been carried out effectively; the overall situation of geography science method education is not ideal; the reasons that hinder teachers from carrying out scientific method education include: lack of teaching strategy, insufficient attention, lack of teachers' team, The student base is weak, etc. In view of the main problems existing in the education of scientific methods in the process of geography teaching, this paper puts forward some strategies to optimize the education of scientific methods of geography in senior high schools: to construct the target system of the education of methods of geography science, to enrich the contents of education of methods of geography science; To deepen students' understanding of the value of geographical scientific methods, to strengthen students' ability to use them, and to strengthen teachers' pre-service and post-service training on scientific methods.
【學位授予單位】：廣西師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55
本文編號：2147018
[Abstract]:Scientific method education is an important way to improve students' scientific literacy. With the development of the new curriculum reform in senior high school, The status of scientific method education in basic education is increasing. In April 2003, the National Geography Curriculum Standard (Experimental draft) issued by the Ministry of Education set "process and method" as one of the three dimensional curriculum objectives. As the key goal of geography course and the clear request in the evaluation suggestion, it shows that the education of geography science method plays an important role in geography teaching. However, the current domestic research on the education of geographical scientific methods is relatively lacking. Therefore, it is very urgent and necessary to continuously pay attention to and deeply explore the related problems in the education of scientific methods of geography. On the basis of defining the basic concepts and connotations of scientific method education in geography, the thesis uses constructivism theory and cognitive learning theory as the basis for reference to the relevant research results of scientific method education at home and abroad. On the basis of experiential learning theory and multiple intelligences theory, the students of four different levels of senior high schools in Nanning City are taken as the research objects. By combining qualitative analysis with quantitative analysis, this paper analyzes and studies the understanding, learning status, effective ways, existing problems and influencing factors of geography scientific method education in ordinary senior high schools. The paper takes the form of questionnaire to investigate the teachers and students of four senior high schools in Nanning. They are Nanning No. 1 Middle School, Nanning No. 2 Middle School, Nanning No. 9 Middle School and Nanning No. 13 Middle School. The questionnaire distribution covers three grades of senior middle school and 1200 student questionnaires. 1075 valid questionnaires were collected, 48 teacher questionnaires were distributed and 40 valid questionnaires were collected. According to the questionnaire survey, the main conclusions are as follows: the students realized the importance of the education of geographical scientific methods, but did not pay attention to the study of the methods of geography science in the process of study, and the students generally had a relatively good grasp of the method of geography induction. The methods of geography experiment, geography observation and geography deduction need to be strengthened; the ability to choose appropriate scientific methods according to the specific geographical content is lacking; the students mainly study geography scientific methods through teachers' direct teaching and exercise exercises. Extracurricular activities, research-based learning to carry out less, geographical science methods to broaden the way to learn; most students want to enhance the interaction between teachers and students, learning geography scientific methods together. According to the questionnaire survey of teachers, the main conclusions are as follows: the teachers have realized the importance of the education of geographical scientific methods, but the educational level of their own scientific methods needs to be improved; In the actual teaching, the education of geography scientific method has not been carried out effectively; the overall situation of geography science method education is not ideal; the reasons that hinder teachers from carrying out scientific method education include: lack of teaching strategy, insufficient attention, lack of teachers' team, The student base is weak, etc. In view of the main problems existing in the education of scientific methods in the process of geography teaching, this paper puts forward some strategies to optimize the education of scientific methods of geography in senior high schools: to construct the target system of the education of methods of geography science, to enrich the contents of education of methods of geography science; To deepen students' understanding of the value of geographical scientific methods, to strengthen students' ability to use them, and to strengthen teachers' pre-service and post-service training on scientific methods.
【學位授予單位】：廣西師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55
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