【摘要】：我國(guó)新的課程改革要求學(xué)生在中學(xué)階段掌握必備的地理知識(shí),培養(yǎng)地理思維能力,掌握學(xué)習(xí)和解決地理問(wèn)題的基本手段和方法。新的課程標(biāo)準(zhǔn)指出地理教學(xué)要有利于學(xué)生的生活和終身發(fā)展,有利于學(xué)生的能力培養(yǎng),要求教師運(yùn)用多種教學(xué)方法,關(guān)注學(xué)生的學(xué)習(xí)過(guò)程以及學(xué)習(xí)方法。地理圖像是地理教學(xué)過(guò)程中的有效教具,正確運(yùn)用地理圖像進(jìn)行教學(xué),有利于學(xué)生地理綜合能力的培養(yǎng)。然而,在實(shí)際教學(xué)過(guò)程中,部分教師和學(xué)生往往忽略地理圖像在地理教學(xué)和學(xué)習(xí)中的重要地位,教師對(duì)于地理圖像的教學(xué)實(shí)踐缺乏科學(xué)的指導(dǎo),致使教學(xué)缺乏生氣與創(chuàng)新,難以激發(fā)學(xué)生的學(xué)習(xí)興趣。因此,對(duì)于地理圖像系統(tǒng)教學(xué)策略的研究很有必要。本研究運(yùn)用了文獻(xiàn)法、問(wèn)卷調(diào)查法和實(shí)地訪談法,通過(guò)收集大量的文獻(xiàn)資料,了解當(dāng)前地理圖像系統(tǒng)的研究現(xiàn)狀以及存在的問(wèn)題,對(duì)高中地理圖像系統(tǒng)的教學(xué)策略進(jìn)行研究。本文主要包括六個(gè)部分:第一部分為緒論,介紹了本研究的背景、目的、意義以及國(guó)內(nèi)外的研究進(jìn)展。第二部分為高中地理圖像系統(tǒng)的概述,按照地理圖像的性質(zhì)將地理圖像分為地圖、示意圖、統(tǒng)計(jì)圖表、景觀圖、遙感影像、地理漫畫(huà)六類,并對(duì)不同類型的地理圖像的功能進(jìn)行了闡述。第三部分是對(duì)高中地理教師運(yùn)用地理圖像進(jìn)行教學(xué)以及高中生運(yùn)用地理圖像的現(xiàn)狀進(jìn)行調(diào)查分析。第四部分針對(duì)調(diào)查當(dāng)中發(fā)現(xiàn)的問(wèn)題對(duì)高中地理圖像教學(xué)提出相應(yīng)的教學(xué)策略。第五部分為課堂教學(xué)中運(yùn)用地理圖像系統(tǒng)的案例設(shè)計(jì)。第六部分為本研究的結(jié)論,并指出了本研究存在的一些問(wèn)題。
[Abstract]:The new curriculum reform in our country requires the students to master the necessary geography knowledge, train the geography thinking ability, and master the basic means and methods of studying and solving the geography problems in the middle school stage. The new curriculum standard points out that geography teaching should be beneficial to the life and lifelong development of students and to the cultivation of students' ability. It requires teachers to use various teaching methods and pay attention to the students' learning process and learning methods. Geography image is an effective teaching tool in the process of geography teaching. The correct use of geographical image in teaching is beneficial to the cultivation of students' comprehensive ability of geography. However, in the actual teaching process, some teachers and students often ignore the important position of geographical images in geography teaching and learning, and teachers lack scientific guidance on the teaching practice of geographical images, which leads to the lack of vitality and innovation in teaching. It is difficult to arouse students' interest in learning. Therefore, it is necessary to study the teaching strategy of geographic image system. This study uses the methods of literature, questionnaire and field interviews, through collecting a large number of documents, to understand the current research status and existing problems of geographical image system, and to study the teaching strategies of high school geographic image system. This paper mainly includes six parts: the first part is the introduction, which introduces the background, purpose, significance and research progress of this study at home and abroad. The second part is an overview of the high school geographic image system. According to the nature of the geographical image, the geographical image is divided into six categories: map, schematic, statistical chart, landscape map, remote sensing image, geographic cartoon. The functions of different types of geographical images are expounded. The third part is to investigate and analyze the current situation of geography teachers teaching and senior high school students using geography images. The fourth part puts forward the corresponding teaching strategies to the geography image teaching of senior high school in view of the problems found in the investigation. The fifth part is the case design of using geographical image system in classroom teaching. The sixth part is the conclusion of this study, and points out some problems in this study.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

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本文編號(hào)：2425534