自然地理本土化教学资源建设策略与实践研究
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摘要
教学资源本土化是应用性高校转型发展的一种重要途径,即使是传统的基础类课程,也有必要思考如何进行本土化转变.作为地理类专业的基础课程,自然地理学具有独特的学科特点,其教学资源的本土化具有突出的优势和意义.本土化教学资源建设需要遵循"相对性、系统性、适度性、可行性"原则,以教学目标为出发点,组建建设团队,搜集多元化信息,分层次整理资源,按照系统性知识体系设计资源框架.以石家庄学院自然地理学教学资源建设为例,阐述了本土化教学资源建设的思路,以供借鉴.
The localization of teaching resources is an important way for the applied transformation development of universities. Even for traditional basic courses, it is necessary to think about how to make localization changes. As a basic course in geography, the physical geography has unique characteristics, and its localization of teaching resources has outstanding advantages and significance. It is necessary for the construction of localized teaching resources to follow the principle of relativity, systematicness, appropriateness and feasibility, and taking the course teaching goal as starting point, setting up a construction team, to collect diversified information, organize resources hierarchically, and design a resource framework according to systemic knowledge system. Taking teaching resources construction of physical geography in Shijiazhuang University as an example, the idea of which is expounded to provide reference for others.
The localization of teaching resources is an important way for the applied transformation development of universities. Even for traditional basic courses, it is necessary to think about how to make localization changes. As a basic course in geography, the physical geography has unique characteristics, and its localization of teaching resources has outstanding advantages and significance. It is necessary for the construction of localized teaching resources to follow the principle of relativity, systematicness, appropriateness and feasibility, and taking the course teaching goal as starting point, setting up a construction team, to collect diversified information, organize resources hierarchically, and design a resource framework according to systemic knowledge system. Taking teaching resources construction of physical geography in Shijiazhuang University as an example, the idea of which is expounded to provide reference for others.
引文
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[10]王涛.自然地理学课程差异化教学改革与实践[J].科教导刊(中旬刊),2015,(7):78-79.
[2]张文俊.黄淮学院应用型课程教学改革路径探索[J].管理观察,2018,(4):114-115+119.
[3]方刚,王佳乐.基于产教融合的嵌入式应用型课程体系构建研究[J].现代计算机(专业版),2018,(4):53-55.
[4]张德化,刘霞.地方应用型本科院校应用性课程改革路径探索[J].教育教学论坛,2014,(26):18-20.
[5]韩晋仙,王玉芬,班凤梅.变化背景下自然地理学教学的改革探讨[J].教育教学论坛,2018,(21):116-117.
[6]陈静,唐波,宋云.独立学院自然地理与资源环境专业自然地理学课程教学体系改革初探[J].科教导刊(中旬刊),2018,(10):46-47.
[7]宋保平,郑艳侠,张素珍,等.地方性院校自然地理实践教学资源整合的探索[C]//第五届全国大学地球科学课程报告论坛论文集(2011,电子版).北京:高等教育出版社,高等教育电子音像出版社,2012.
[8]李立.信息时代大学生学习风格探究[J].科教导刊(上旬刊),2012,(2):64-65.
[9]邰杨芳,赵康丽.信息时代高校学生信息素养与自主学习能力研究[J].医学信息学杂志,2012,33(10):85-89.
[10]王涛.自然地理学课程差异化教学改革与实践[J].科教导刊(中旬刊),2015,(7):78-79.