高中生氣質(zhì)差異對地理核心素養(yǎng)習得的影響分析
發(fā)布時間：2019-06-04 22:54
【摘要】：在當前我國的中學地理教學研究中,研究者對個性心理與地理核心素養(yǎng)習得之間相關性的研究非常少;氣質(zhì)類型理論是個性心理的重要組成部分,氣質(zhì)類型差異也是學生個體差異的重要體現(xiàn)。因此,研究高中生氣質(zhì)類型對地理核心素養(yǎng)習得的影響,不僅可以對氣質(zhì)類型與地理核心素養(yǎng)習得的相關性有較深的理解與認識,也可以在一定程度上從氣質(zhì)方面探究個性心理與地理核心素養(yǎng)習得之間的關系。由此看來,高中生氣質(zhì)類型差異與其地理核心素養(yǎng)習得之間的相關性有較高的研究價值。通過本次研究,不僅可以豐富地理核心素養(yǎng)領域與氣質(zhì)領域的理論研究內(nèi)容,也可從中得到對地理核心素養(yǎng)教學的啟發(fā),為我國高中地理教學開拓新思路。在本次研究中,以氣質(zhì)類型理論與地理核心素養(yǎng)相關理論為主要依據(jù),對高二普通文科班162名學生,進行針對個體氣質(zhì)類型與地理核心素養(yǎng)現(xiàn)狀的問卷調(diào)查,并分別對學生氣質(zhì)類型、不同氣質(zhì)類型學生地理核心素養(yǎng)上的得分情況、不同氣質(zhì)類型學生人地協(xié)調(diào)觀素養(yǎng)、綜合思維素養(yǎng)、區(qū)域認知素養(yǎng)、地理實踐力素養(yǎng)得分情況的調(diào)查結(jié)果進行統(tǒng)計和數(shù)據(jù)分析。通過對問卷數(shù)據(jù)的統(tǒng)計與分析,筆者開始探尋其中的規(guī)律,并對其中的規(guī)律加以總結(jié),得出高中生氣質(zhì)類型差異與地理核心素養(yǎng)之間的確存在一定相關性,并進行逐一論述;其中的相關性主要表現(xiàn)在:首先,多血質(zhì)氣質(zhì)類型學生在地理核心素養(yǎng)習得過程中表現(xiàn)出“氣質(zhì)優(yōu)勢”,抑郁質(zhì)氣質(zhì)類型學生在地理核心素養(yǎng)習得過程中表現(xiàn)出“氣質(zhì)劣勢”。其次,從地理核心素養(yǎng)不同方面來看,在人地協(xié)調(diào)觀素養(yǎng)上,各氣質(zhì)類型并沒有表現(xiàn)出明顯的氣質(zhì)優(yōu)勢和氣質(zhì)劣勢;在綜合思維素養(yǎng)上,抑郁質(zhì)的學生表現(xiàn)出一定的氣質(zhì)劣勢,但沒有優(yōu)勢氣質(zhì);在區(qū)域認知素養(yǎng)與地理實踐力素養(yǎng)上,多血質(zhì)都表現(xiàn)出氣質(zhì)優(yōu)勢,而抑郁質(zhì)表現(xiàn)出氣質(zhì)劣勢。以上結(jié)果與各個氣質(zhì)類型高中生不同的氣質(zhì)特點有關系。本文在研究分析的基礎上,還為高中地理教師進行地理核心素養(yǎng)培養(yǎng)提出了幾點建議:第一、地理教師要努力學習氣質(zhì)理論知識與地理核心素養(yǎng)知識。第二、地理教學過程中要注意克服氣質(zhì)偏見。第三、多種地理教學方法相結(jié)合,適應學生氣質(zhì)類型多樣化的特點。第四、地理教學過程中對不同氣質(zhì)類型學生因材施教,趨利避害。第五、選擇適合不同氣質(zhì)類型學生的地理學科評價方法。第六、增強高中生對自身氣質(zhì)特點的認識,提高高中生元認知能力。第七、培養(yǎng)不同氣質(zhì)學生發(fā)現(xiàn)學習能力,促進地理核心素養(yǎng)的習得。
[Abstract]:In the current research of geography teaching in middle schools in our country, there is little research on the correlation between personality psychology and the acquisition of geography core literacy. The theory of temperament type is an important part of personality psychology, and the difference of temperament type is also an important embodiment of students' individual difference. Therefore, by studying the influence of temperament types on geography core literacy acquisition, we can not only have a deep understanding and understanding of the correlation between temperament types and geography core literacy acquisition. To some extent, the relationship between personality psychology and geographical core literacy acquisition can also be explored from the aspect of temperament. Therefore, the correlation between the difference of temperament types and the acquisition of geographical core literacy of senior high school students is of high research value. Through this study, we can not only enrich the theoretical research content in the field of geography core literacy and temperament, but also get the inspiration to the teaching of geography core literacy, and open up new ideas for geography teaching in senior high school in our country. In this study, based on the theory of temperament type and the theory of geographical core literacy, 162 students in senior two general liberal arts class were investigated by questionnaire on the types of individual temperament and the present situation of geographical core literacy. And the students of different temperament types, different temperament types of students' geographical core literacy scores, different temperament types of students' coordinated view of literacy, comprehensive thinking literacy, regional cognitive literacy, The survey results of geographical practice literacy score are statistically and statistically analyzed. Through the statistics and analysis of the questionnaire data, the author begins to explore the laws, and summarizes the laws, and concludes that there is a certain correlation between the differences of temperament types and geographical core literacy of senior high school students, and discusses them one by one. The correlation is mainly manifested in: first of all, the students of multi-blood temperament type show "temperament advantage" in the process of geographical core literacy acquisition, and the students of depressive temperament type show "temperament disadvantage" in the process of geography core literacy acquisition. Secondly, from the different aspects of geographical core literacy, in the concept of human-land coordination literacy, each temperament type does not show obvious temperament advantages and temperament disadvantages; In the comprehensive thinking literacy, the depressed students show certain temperament inferiority, but there is no advantage temperament; in the regional cognitive literacy and geographical practice literacy, many blood quality shows temperament advantages, while depression shows temperament inferiority. The above results are related to the different temperament characteristics of high school students with different temperament types. On the basis of research and analysis, this paper also puts forward some suggestions for senior high school geography teachers to cultivate geography core literacy: first, geography teachers should strive to learn temperament theory knowledge and geography core literacy knowledge. Second, we should pay attention to overcoming temperament prejudice in the process of geography teaching. Third, a variety of geography teaching methods are combined to adapt to the characteristics of diversified temperament types of students. Fourth, in the process of geography teaching, students of different temperament types should be taught according to their aptitude and seek advantages and avoid disadvantages. Fifth, choose the geography subject evaluation method which is suitable for different temperament type students. Sixth, enhance the understanding of their temperament characteristics of senior high school students, improve the metacognition ability of senior high school students. Seventh, cultivate students with different temperament to find learning ability and promote the acquisition of geographical core literacy.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.55
本文編號：2493061
[Abstract]:In the current research of geography teaching in middle schools in our country, there is little research on the correlation between personality psychology and the acquisition of geography core literacy. The theory of temperament type is an important part of personality psychology, and the difference of temperament type is also an important embodiment of students' individual difference. Therefore, by studying the influence of temperament types on geography core literacy acquisition, we can not only have a deep understanding and understanding of the correlation between temperament types and geography core literacy acquisition. To some extent, the relationship between personality psychology and geographical core literacy acquisition can also be explored from the aspect of temperament. Therefore, the correlation between the difference of temperament types and the acquisition of geographical core literacy of senior high school students is of high research value. Through this study, we can not only enrich the theoretical research content in the field of geography core literacy and temperament, but also get the inspiration to the teaching of geography core literacy, and open up new ideas for geography teaching in senior high school in our country. In this study, based on the theory of temperament type and the theory of geographical core literacy, 162 students in senior two general liberal arts class were investigated by questionnaire on the types of individual temperament and the present situation of geographical core literacy. And the students of different temperament types, different temperament types of students' geographical core literacy scores, different temperament types of students' coordinated view of literacy, comprehensive thinking literacy, regional cognitive literacy, The survey results of geographical practice literacy score are statistically and statistically analyzed. Through the statistics and analysis of the questionnaire data, the author begins to explore the laws, and summarizes the laws, and concludes that there is a certain correlation between the differences of temperament types and geographical core literacy of senior high school students, and discusses them one by one. The correlation is mainly manifested in: first of all, the students of multi-blood temperament type show "temperament advantage" in the process of geographical core literacy acquisition, and the students of depressive temperament type show "temperament disadvantage" in the process of geography core literacy acquisition. Secondly, from the different aspects of geographical core literacy, in the concept of human-land coordination literacy, each temperament type does not show obvious temperament advantages and temperament disadvantages; In the comprehensive thinking literacy, the depressed students show certain temperament inferiority, but there is no advantage temperament; in the regional cognitive literacy and geographical practice literacy, many blood quality shows temperament advantages, while depression shows temperament inferiority. The above results are related to the different temperament characteristics of high school students with different temperament types. On the basis of research and analysis, this paper also puts forward some suggestions for senior high school geography teachers to cultivate geography core literacy: first, geography teachers should strive to learn temperament theory knowledge and geography core literacy knowledge. Second, we should pay attention to overcoming temperament prejudice in the process of geography teaching. Third, a variety of geography teaching methods are combined to adapt to the characteristics of diversified temperament types of students. Fourth, in the process of geography teaching, students of different temperament types should be taught according to their aptitude and seek advantages and avoid disadvantages. Fifth, choose the geography subject evaluation method which is suitable for different temperament type students. Sixth, enhance the understanding of their temperament characteristics of senior high school students, improve the metacognition ability of senior high school students. Seventh, cultivate students with different temperament to find learning ability and promote the acquisition of geographical core literacy.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.55
【參考文獻】
相關期刊論文 前10條
1 鄭曉東;;運用可視化思維工具培養(yǎng)地理綜合思維素養(yǎng)[J];中小學教師培訓;2017年02期
2 張家輝;;地理教科書體現(xiàn)尺度思想的理論構想[J];教育理論與實踐;2017年02期
3 馬從年;;基于地理核心素養(yǎng)的教學情境創(chuàng)設[J];教學與管理;2017年01期
4 王紅梅;;讓學生在初中地理課堂上享受思維的訓練——以人教版《印度》一課為案例[J];亞太教育;2016年35期
5 馮廣飛;;淺談地理綜合思維能力的培養(yǎng)[J];科學咨詢(教育科研);2016年12期
6 馮慧敏;鄭義婷;蘇英;;嬰幼兒氣質(zhì)和智能發(fā)育的相關性研究[J];中國婦幼保健;2016年17期
7 李紅;;高中學生地理學科核心素養(yǎng)的構建與培養(yǎng)策略[J];教育探索;2016年05期
8 王建芹;;談地理核心素養(yǎng)中綜合思維的培養(yǎng)[J];中學地理教學參考;2016年09期
9 湯國榮;;論地理核心素養(yǎng)的內(nèi)涵與構成[J];課程.教材.教法;2015年11期
10 鄧輝;;全面理解“中學生地理核心素養(yǎng)”的概念內(nèi)涵[J];中小學教材教學;2015年10期
相關碩士學位論文 前10條
1 黃樂;基于多元智能理論的高中地理核心素養(yǎng)培養(yǎng)策略研究[D];新疆師范大學;2016年
2 謝芳燕;高中生地理核心素養(yǎng)體系模型的建構[D];華中師范大學;2016年
3 徐丹;基于性別差異的高中地理教學策略研究[D];陜西師范大學;2014年
4 孫一琳;河南省高等師范院校不同氣質(zhì)類型學生體育方式取向研究[D];河南師范大學;2013年
5 張旭;班會課對高中生物理學習促進作用的探討[D];華中師范大學;2012年
6 袁楠;氣質(zhì)類型與藝術體操運動員技能發(fā)展的相關性研究[D];陜西師范大學;2012年
7 張清英;年齡因素對中國學生英語學習的影響[D];西華大學;2012年
8 郭琴琴;初中生行為問題與氣質(zhì)、父母教養(yǎng)方式的關系研究[D];山西大學;2009年
9 李靖宇;中學地理個性化教學的理論研究與實踐[D];華中師范大學;2008年
10 張岳;氣質(zhì)因素在聲樂演唱及學習中的影響研究[D];陜西師范大學;2007年
，本文編號：2493061
本文鏈接：http://www.sikaile.net/zhongdengjiaoyulunwen/2493061.html
教材專著
