【摘要】：在時代的潮流中,教育總是隨著科技的進步和社會的發(fā)展在完善自身,中國的教育發(fā)展歷經(jīng)八次課程改革,就是為了培養(yǎng)符合時代進步的完整的人。2014年3月,教育部教基二[2014]4號印發(fā)《關(guān)于全面深化課程改革,落實立德樹人根本任務(wù)的意見》(以下簡稱《意見》),拉開了面對新情況的新一輪課程改革的大幕。其中明確強調(diào)立德樹人是此次新課改的根本任務(wù),首次提出的學(xué)生發(fā)展核心素養(yǎng)體系是關(guān)鍵領(lǐng)域和主要環(huán)節(jié)。落實到地理學(xué)科上,其包含學(xué)科特性的地理學(xué)科核心素養(yǎng)也在緊鑼密鼓的制定中。地理核心素養(yǎng)不僅僅需要地理專家的意見,也需要一線地理教師和地理學(xué)科專業(yè)的學(xué)生的關(guān)注和了解。筆者通過查閱相關(guān)文獻和考察學(xué)校的教學(xué)情況,發(fā)現(xiàn)在高中地理學(xué)習(xí)中,作為地理知識的載體,學(xué)生首先接觸的就是教材,教材中怎樣體現(xiàn)地理學(xué)科核心素養(yǎng)下最具地理學(xué)科特色的綜合思維,教師怎么在現(xiàn)有的教學(xué)設(shè)備下表現(xiàn)出來成為筆者的研究目標(biāo)。本文采用文獻法、數(shù)理統(tǒng)計法和觀察法等研究方法,對人教版地理必修教材進行地理核心素養(yǎng)中的綜合素養(yǎng)部分的分析。首先根據(jù)綜合思維的定義確定在必修教材中體現(xiàn)綜合素養(yǎng)的知識范圍,其次針對這些知識進行綜合思維的維度分類,最后選擇教學(xué)方法進行綜合思維的恰當(dāng)表現(xiàn),為一線教師提供教學(xué)方法上的選擇案例。根據(jù)此行文過程,本文被分為五大章節(jié):第一章為引言,主要介紹本文的研究背景,闡明研究的意義,介紹國內(nèi)外對核心素養(yǎng)的研究現(xiàn)狀,確定主要研究內(nèi)容,選擇研究方法和技術(shù)路線。第二章從核心素養(yǎng)到地理核心素養(yǎng)再到綜合思維,對綜合思維進行層層遞進,層層深入的解析。第三章針對受眾最廣泛的人教版必修教材進行綜合思維的維度分析并舉例。第四章在綜合思維維度分析的基礎(chǔ)上,對綜合思維進行教學(xué)案例分析。第五章為總結(jié)部分,主要總結(jié)本文主要觀點和研究成果,以及自身存在的不足。
[Abstract]:In the trend of the times, education is always perfecting itself with the progress of science and technology and the development of society. The development of education in China has gone through eight curriculum reforms, that is, to train a complete person in line with the progress of the times. In March 2014, the Ministry of Education issued opinions on comprehensively deepening Curriculum Reform and implementing the fundamental Task of Li de Shu Man (hereinafter referred to as "opinions"). Opened the new round of curriculum reform in the face of the new situation. Among them, it is clearly emphasized that Li Deshu is the fundamental task of the new curriculum reform, and the core literacy system proposed for the first time is the key field and main link. When it comes to geography, the core literacy of geography, which contains the characteristics of geography, is also in the process of being formulated. The core literacy of geography needs not only the advice of geography experts, but also the attention and understanding of a line of geography teachers and students majoring in geography. By consulting the relevant literature and investigating the teaching situation of the school, the author finds that in the geography learning of senior high school, as the carrier of geography knowledge, the first thing students come into contact with is the teaching material. How to embody the comprehensive thinking of geography subject characteristics under the core literacy of geography in the teaching material, and how to show it under the existing teaching equipment has become the author's research goal. By using the methods of literature, mathematical statistics and observation, this paper analyzes the comprehensive literacy in the geography core literacy of the compulsory geography textbooks. First of all, according to the definition of comprehensive thinking, the scope of knowledge reflecting comprehensive literacy in compulsory teaching materials is determined. Secondly, the dimensions of comprehensive thinking are classified according to these knowledge. Finally, the teaching methods are selected for the appropriate expression of comprehensive thinking, so as to provide first-line teachers with the choice of teaching methods. According to the process of this writing, this paper is divided into five chapters: the first chapter is the introduction, which mainly introduces the research background of this paper, clarifies the significance of the research, introduces the research status of core literacy at home and abroad, determines the main research contents, and selects the research methods and technical routes. The second chapter from the core literacy to the geographical core literacy to the comprehensive thinking, the comprehensive thinking layer by layer progressive, layer by layer in-depth analysis. The third chapter analyzes the dimension of comprehensive thinking and gives examples for the most extensive audience of compulsory textbooks. The fourth chapter analyzes the teaching case of comprehensive thinking on the basis of the analysis of comprehensive thinking dimension. The fifth chapter is the summary part, mainly summarizes the main viewpoints and research results of this paper, as well as its own shortcomings.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.55

【參考文獻】

相關(guān)期刊論文 前10條

1 湯國榮;;論地理核心素養(yǎng)的內(nèi)涵與構(gòu)成[J];課程.教材.教法;2015年11期

2 曾早早;何妮妮;;運用核心概念培養(yǎng)地理學(xué)科核心素養(yǎng)[J];中學(xué)地理教學(xué)參考;2015年19期

3 牛超;劉玉振;;試論地理核心素養(yǎng)的內(nèi)涵、特征及其培養(yǎng)策略[J];天津師范大學(xué)學(xué)報(基礎(chǔ)教育版);2015年04期

4 王燁暉;辛濤;;國際學(xué)生核心素養(yǎng)構(gòu)建模式的啟示[J];中小學(xué)管理;2015年09期

5 張家輝;;試析地理學(xué)科核心素養(yǎng)體系[J];中學(xué)地理教學(xué)參考;2015年09期

6 李家清;常珊珊;;核心素養(yǎng):深化地理課程改革的新指向[J];地理教育;2015年04期

7 劉新陽;裴新寧;;教育變革期的政策機遇與挑戰(zhàn)——歐盟“核心素養(yǎng)”的實施與評價[J];全球教育展望;2014年04期

8 柳夕浪;;從“素質(zhì)”到“核心素養(yǎng)”——關(guān)于“培養(yǎng)什么樣的人”的進一步追問[J];教育科學(xué)研究;2014年03期

9 余浩;;人教版與魯教版高中地理教材的教學(xué)建議——以必修一為例[J];文學(xué)教育(中);2013年12期

10 滕s，

本文編號：2501761