本文選題：數(shù)字化學(xué)習(xí) + 地理��； 參考：《華東師范大學(xué)》2014年博士論文

【摘要】：地理實(shí)驗(yàn)作為學(xué)生學(xué)習(xí)地理的一種重要方式,經(jīng)常運(yùn)用在地理教學(xué)實(shí)踐中。隨著認(rèn)知理論和教學(xué)理論的發(fā)展尤其是數(shù)字化技術(shù)的突飛猛進(jìn),人們對(duì)地理實(shí)驗(yàn)有了新的認(rèn)識(shí),面對(duì)新技術(shù)的蓬勃發(fā)展,如何利用數(shù)字化技術(shù)克服傳統(tǒng)地理實(shí)驗(yàn)的缺陷,促進(jìn)地理實(shí)驗(yàn)教學(xué)的發(fā)展,為具有明顯數(shù)字化特征的下一代更好的服務(wù),地理實(shí)驗(yàn)的設(shè)計(jì)如何與時(shí)俱進(jìn),.將現(xiàn)代技術(shù)手段融合到地理實(shí)驗(yàn)的開(kāi)發(fā)過(guò)程中來(lái),從而促進(jìn)和加強(qiáng)學(xué)生的學(xué)習(xí),都是值得地理教育工作者值得思考和研究的問(wèn)題。 本文針對(duì)中學(xué)數(shù)字化地理實(shí)驗(yàn)的設(shè)計(jì)開(kāi)展研究,探討中學(xué)數(shù)字化地理實(shí)驗(yàn)設(shè)計(jì)需要考慮的原則、設(shè)計(jì)策略等問(wèn)題,希望能為數(shù)字化地理實(shí)驗(yàn)的設(shè)計(jì)者和教師在開(kāi)發(fā)數(shù)字化地理實(shí)驗(yàn)的教學(xué)中提供參照。 緒論主要從宏觀的背景下來(lái)探討開(kāi)發(fā)數(shù)字化地理實(shí)驗(yàn)的必要性和可行性。 第二章主要從數(shù)字化學(xué)習(xí)、數(shù)字化實(shí)驗(yàn)設(shè)計(jì)、數(shù)字化實(shí)驗(yàn)室等三個(gè)方面對(duì)國(guó)內(nèi)外文獻(xiàn)進(jìn)行了梳理,作為本文設(shè)計(jì)數(shù)字化地理實(shí)驗(yàn)的基礎(chǔ)。 第三章對(duì)我國(guó)中學(xué)地理實(shí)驗(yàn)以及數(shù)字化地理實(shí)驗(yàn)應(yīng)用現(xiàn)狀進(jìn)行了調(diào)查分析,歸納出當(dāng)前在地理教學(xué)實(shí)踐中存在的問(wèn)題。 第四章從地理學(xué)科研究對(duì)象的研究維度,將數(shù)字化地理實(shí)驗(yàn)分為過(guò)程型、機(jī)理型和空間型三類(lèi),并且闡述了數(shù)字化地理實(shí)驗(yàn)的特點(diǎn)和意義,探討了數(shù)字化地理實(shí)驗(yàn)設(shè)計(jì)的原則和整體設(shè)計(jì)框架。 第五章闡述了地理過(guò)程型數(shù)字化實(shí)驗(yàn)的特點(diǎn),提出了設(shè)計(jì)地理過(guò)程型數(shù)字化實(shí)驗(yàn)的設(shè)計(jì)策略和學(xué)習(xí)模式,在此基礎(chǔ)上結(jié)合案例進(jìn)行深入闡述。 第六章闡述了地理機(jī)理型數(shù)字化實(shí)驗(yàn)的特點(diǎn),提出了設(shè)計(jì)地理機(jī)理型數(shù)字化實(shí)驗(yàn)的設(shè)計(jì)策略和學(xué)習(xí)模式,在此基礎(chǔ)上結(jié)合案例進(jìn)行深入探討分析。 第七章闡述了地理空間型數(shù)字化實(shí)驗(yàn)的特點(diǎn),提出了設(shè)計(jì)地理空間型數(shù)字化實(shí)驗(yàn)的設(shè)計(jì)策略和學(xué)習(xí)模式,在此基礎(chǔ)上結(jié)合案例進(jìn)行深入闡述。 第八章對(duì)數(shù)字化地理實(shí)驗(yàn)的功能、內(nèi)容選擇、與傳統(tǒng)地理實(shí)驗(yàn)之間的關(guān)系、運(yùn)用時(shí)機(jī)和與其他教學(xué)方法結(jié)合運(yùn)用等問(wèn)題進(jìn)行了探討,得出本研究結(jié)論。
[Abstract]:As an important way for students to study geography, geography experiment is often used in geography teaching practice.With the development of cognitive theory and teaching theory, especially the rapid development of digital technology, people have a new understanding of geographical experiment. In the face of the vigorous development of new technology, how to use digital technology to overcome the defects of traditional geographical experiment.In order to promote the development of geography experiment teaching and better serve the next generation with obvious digital characteristics, how to design geographical experiment with the times.The integration of modern technology and means into the development of geographical experiments to promote and strengthen the study of students is a problem worthy of consideration and study by geography educators.This paper studies the design of digital geography experiment in middle school, and discusses the principles and design strategies of digital geography experiment design in middle school.It is hoped that it can be used as a reference for the designers and teachers of digital geography experiment in the teaching of developing digital geography experiment.The introduction mainly discusses the necessity and feasibility of developing digital geography experiment from the macro background.The second chapter mainly combs the domestic and foreign literature from three aspects of digital learning, digital experimental design and digital laboratory, which is the basis of the design of digital geographical experiment in this paper.The third chapter investigates and analyzes the present situation of geography experiment and digital geography experiment in middle school in our country, and concludes the problems existing in geography teaching practice at present.The fourth chapter divides the digital geography experiment into three types: the process type, the mechanism type and the spatial type, and expounds the characteristics and significance of the digital geography experiment.The principle and the whole design frame of digital geographical experiment design are discussed.The fifth chapter expounds the characteristics of the digital experiment of geographical process, and puts forward the design strategy and learning mode of the digital experiment of the design of the process of geography.In the sixth chapter, the characteristics of the digital experiment of geographical mechanism are expounded, and the design strategy and learning mode of the digital experiment of geographical mechanism are put forward. On the basis of this, the author makes a thorough discussion and analysis on the basis of a case study.In the seventh chapter, the characteristics of geospatial digital experiment are expounded, and the design strategy and learning mode of the design of geospatial digital experiment are put forward, on the basis of which, a case study is presented.The eighth chapter discusses the function, content selection, the relationship between digital geography experiment and traditional geography experiment, the use of opportunity and the combination with other teaching methods, and draws the conclusion of this study.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G633.55;G434

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