高中生地理空间能力现状分析及教学策略研究
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摘要
空间能力是培养学生创新精神和实践能力的基本要素,地理教育在培养学生空间能力的过程中有着不可替代作用。但目前国内还没有针对高中生地理空间能力的系统研究,地理学对空间能力的研究远远落后于其他学科。
本文首先对空间能力的相关理论以文献探讨的方式加以研究,以确立本研究的理论基础,通过对心理学、教育学以及其他学科对空间能力研究的综合分析,并结合地理学科对空间能力培养的要求,对地理空间能力进行了界定和类型划分。以此为基础,编制地理空间能力调查问卷。通过问卷对长春市两所中学的高三文科班学生进行调查研究。共发放问卷220份,回收201份,有效问卷196份,其中男生89人,女生107人,通过对问卷进行统计和分析,调查结果表明:(1)目前高中生地理空间能力水平偏低,特别是空间分析能力较差。(2)地理空间能力是地理学习能力的重要组成部分,地理空间能力与学生的地理学习成绩呈明显的正相关。(3)高中生地理空间能力存在明显的性别差异,表现为男生具有一定的优势。
结合自己调查研究的结果,本文深入分析了形成这种现状的原因。并从教学内容的选择、教学内容的呈现,教学设计以及学习结果的评价四个方面提出了培养高中生地理空间能力的具体措施和建议。以期能为中学地理教师教学以及中学生在地理学习中培养空间观念,发展空间能力方面提供理论指导和实践参考。
Spatial ability is the basic element of cultivating students’innovation and practical ability. Geography Education plays an irreplaceable role in the course of cultivating students’spatial ability. However, there is no any systemic research about senior high school students’geography spatial ability in China by now. Spatial ability research of Geography lags far behind the other disciplines.
At first, this article explored the related theories and literature on space ability in order to establish the theoretical foundation. Based on comprehensive analysis of spatial ability of psychology, education and other disciplines, combining spatial ability-building requirements of geography ,spatial ability was defined and classified. Geography spatial ability questionnaire was prepared on this basis. Arts class students of grade three from Chang Chun two middle school were investigated in this questionnaire survey. A total of 220 questionnaires were sent out, recycling 201,of which 196 were valid questionnaires, included 89 boys and 107 girls. Through statistical analysis of the questionnaires. The results showed that (1) currently , geography spatial ability of senior high school students are low, especially spatial analysis ability are poor. (2) geography spatial ability is important component of geographical learning abilities. The correlation of geography spatial ability and geographic academic performance of students is significantly positive. (3) there is significant gender difference in spatial ability of high school students, for boys is superior to girls.
With the results of the questionnaires survey, this article analyzed the reasons for the formation of such status. From four areas which are the tactics of the choice and the present of teaching content ,the tactics of ways and means in teaching, the tactics of evaluation of learning , concrete measures and proposals for training senior high school students geography spatial ability were proposed in order to provide theoretical and practical reference guide for teachers teaching and students learning in the training of spatial concept and the development of spatial ability.
本文首先对空间能力的相关理论以文献探讨的方式加以研究,以确立本研究的理论基础,通过对心理学、教育学以及其他学科对空间能力研究的综合分析,并结合地理学科对空间能力培养的要求,对地理空间能力进行了界定和类型划分。以此为基础,编制地理空间能力调查问卷。通过问卷对长春市两所中学的高三文科班学生进行调查研究。共发放问卷220份,回收201份,有效问卷196份,其中男生89人,女生107人,通过对问卷进行统计和分析,调查结果表明:(1)目前高中生地理空间能力水平偏低,特别是空间分析能力较差。(2)地理空间能力是地理学习能力的重要组成部分,地理空间能力与学生的地理学习成绩呈明显的正相关。(3)高中生地理空间能力存在明显的性别差异,表现为男生具有一定的优势。
结合自己调查研究的结果,本文深入分析了形成这种现状的原因。并从教学内容的选择、教学内容的呈现,教学设计以及学习结果的评价四个方面提出了培养高中生地理空间能力的具体措施和建议。以期能为中学地理教师教学以及中学生在地理学习中培养空间观念,发展空间能力方面提供理论指导和实践参考。
Spatial ability is the basic element of cultivating students’innovation and practical ability. Geography Education plays an irreplaceable role in the course of cultivating students’spatial ability. However, there is no any systemic research about senior high school students’geography spatial ability in China by now. Spatial ability research of Geography lags far behind the other disciplines.
At first, this article explored the related theories and literature on space ability in order to establish the theoretical foundation. Based on comprehensive analysis of spatial ability of psychology, education and other disciplines, combining spatial ability-building requirements of geography ,spatial ability was defined and classified. Geography spatial ability questionnaire was prepared on this basis. Arts class students of grade three from Chang Chun two middle school were investigated in this questionnaire survey. A total of 220 questionnaires were sent out, recycling 201,of which 196 were valid questionnaires, included 89 boys and 107 girls. Through statistical analysis of the questionnaires. The results showed that (1) currently , geography spatial ability of senior high school students are low, especially spatial analysis ability are poor. (2) geography spatial ability is important component of geographical learning abilities. The correlation of geography spatial ability and geographic academic performance of students is significantly positive. (3) there is significant gender difference in spatial ability of high school students, for boys is superior to girls.
With the results of the questionnaires survey, this article analyzed the reasons for the formation of such status. From four areas which are the tactics of the choice and the present of teaching content ,the tactics of ways and means in teaching, the tactics of evaluation of learning , concrete measures and proposals for training senior high school students geography spatial ability were proposed in order to provide theoretical and practical reference guide for teachers teaching and students learning in the training of spatial concept and the development of spatial ability.
引文
[1] 张蕾.心理学[M].青岛:青岛出版社,2001.44-50、79-81、162-163.
[2] 牛文元.理论地理学[M].北京:商务印书馆,1992.641-643.
[3] 周旗.地理空间新论[J]. 宝鸡文理学院学报(自然科学版),1998(2):45-48.
[4] 陆静,杨山. 中学人文地理教学中地理空间分析能力的培养[J].中学地理教学考, 2000(10) : 8-9.
[5] 康凤梅,钟瑞国,刘俊祥,等. 高职机械制图科学生空间能力差异之研究[J].师大学报 (自然科学类),民国 91,47(1):55-69.
[6] 李洪玉,林崇德.中学生空间认知能力结构研究[J].心理科学, 2005,28(2):269-271.
[7] S Marison Tapley, Bryden M P. An Investigation of Sex Differences in Spatial Ability: Mental Rotation of Three-dimensional objects[J]. Canad. J.Psychol./Rev.Canad.Psychol, 1977(3):122-131 .
[8] Johnson E S, AnnC. Develop mental patterns of spatial ability: An early sex differences[J]. Child Development,1987(6):55-67.
[9] David Goldstein, Dianne Haldane. Carolyn Mitchell Sex Differences in Viaual-spatial Ability: the Role of Performance Factors [J].Memory& Cognition,1990,18(5):546-550.
[10] 田学红.空间能力性别差异略论[J].山西师大学报(社会科学版),2003,30(3):114-117.
[11] 郑翔.几何教学与空间想象能力关系的调查研究[J].数学教育学报,2001(4):93-95.
[12] 李文馥,徐凡.6-12 岁儿童识图能力的发展[J].心理学报,1991(1):10-17.
[13] 周珍.中学生空间图形认知能力发展的研究[D]:[硕士学位论文].北京:首都师范大学,2000.
[14] 郑丽华.7—11 年级学生空间能力发展的调查研究[D]:[硕士学位论文].上海:华东师范大学,2005.
[15] 游旭群,晏碧华.视觉空间能力的认知加工特性[J] .陕西师范大学学报(哲学社会科学版),2004,33(2):102-106.
[16] Wu H-K, Shah P.Exploring visuospatial thinking in chemistry learning[J].Sciences Education,2004(88):465-492.
[17] Bodner G M, McMillen T L B. Cognitive restructuring as an early stage in problem sloving[J].Journal of Research in Science Teaching,1986,23(8):727-737.
[18]Tuckey H, Selvaratnam M, Bradley J. Identification and reflection of student diffculties concerning three-dimensional structures,rotation,and reflection[J].Journal of Chemical Education,1991,68(6): 460-464.
[19] 韩静,吕琳.空间想象能力对高中化学物质结构知识学习的影响[J].化学教育,2006(9):28-30.
[20] 段戴平.高中生化学视觉空间能力的性别差异研究[D]:[硕士学位论文].重庆:重庆师范大学,2006.
[21] 别尔特良 A M.地图—地理学的第二语言[M].李建新,侯存治,译.北京:中国地图出版社, 1991.83-86.
[22] 王家耀,陈毓芬. 理论地图学[M]. 北京:解放军出版社,2001,35-66.
[23] 鲁学军.地理空间认知模式研究[J].地理信息世界,2004,2(6):11-13.
[24] 张本昀,陈常优,于甦新.地理研究者的地图空间认知过程[J].地域研究与开发,2006 , 25(6):99-103.
[25] 袁孝亭,王向东.论地理学科的空间观教育[J].地理教学,2003(1):10-11.
[26] 袁孝亭,王向东.中学地理素养教育[M].北京:高等教育出版社 2005,173-185.
[27] 吴丽蓉.中学地理空间观教育[D]:[硕士学位论文].福州:福建师范大学,2005.
[28] 邬贻梁.地理课程标准中的空间知识结构分析[J].地理教学。2002(4):11-13.
[29] 卢万合.中学身地理空间思维能力及其培养[D]:[硕士学位论文].长春:东北师范大学,2005.
[30] 黄习.高中生地理空间思维能力的系统培养[J].教育教学研究.2007(10):126-127.
[31] 刘学东.心理地图的构建与运用[EB/OL].http://www.8wen.com/doc/936378,2007-05-07.
[32] 朱智贤.心理学大词典[M].北京师范大学出版社.1989. 742.
[33] 周瑛.普通心理学[M].北京:警官教育出版社.1994. 198-201.
[34] 国际地理联合会地理教育委员会. 冯以浤译.地理教育国际宪章.地理学报, 1992(4).
[35] 杨代虎.中美地理课程标准对比研究[D]:[硕士学位论文].南京:南京师范大学,2005.
[36] 段玉山,李曼.日本新编中学地理教材特点浅析[J].外国中小学教育.2005(3):41-43.
[37] 谢辉,张雷,刘慧,等.中外高中地理教材比较分析[J].中学地理教学参考.2004(3): 4-5.
[38] 教育部.普通高中地理课程标准(修订稿)[M].北京:人民教育出版社,2003.2-10.
[39] 章毓光,吴清弟,季云和.温州师范学院学报(哲学社会科学版),1999,20(2):6-10.
[40] 黄达成:高中生理科学习方式与策略的性别差异[J].中学物理教学参考,1996(2):1-2.
[41] 陈澄,夏志芳.地理学习论与学习指导[M].上海:华东师范大学出版社,2001.71-73.
[42] 刁传芳.中学地理教材教法[M].北京:北京师范大学出版社,1991.126-130.
[43] 卫杰文,杨关妮,陆旦中,等.中学地理教师手册[M].上海:上海教育出版社,1982.226-248.
[44] 王树声,王民,钟作慈.中学地理教材教法[M].北京:高等教育出版社,1995.204-220.
[45] 叶明葱,高旭灿.论情景教学中情景的创设[J].和田师范专科学校学报(汉文综合版), 2007,27(6):73-74.
[46] 熊辉.地理研究性学习的情景教学策略[J].成才,2002(9):58-59.
[47] 陈炳飞.地理案例教学的操作策略[J].教学与管理,2002(8):63-65.
[48] 褚丽娟. 中学生地理方法和地理观点培养的案例教学设计[D]:[硕士学位论文]. 长春:东北师范大学,2006.
[2] 牛文元.理论地理学[M].北京:商务印书馆,1992.641-643.
[3] 周旗.地理空间新论[J]. 宝鸡文理学院学报(自然科学版),1998(2):45-48.
[4] 陆静,杨山. 中学人文地理教学中地理空间分析能力的培养[J].中学地理教学考, 2000(10) : 8-9.
[5] 康凤梅,钟瑞国,刘俊祥,等. 高职机械制图科学生空间能力差异之研究[J].师大学报 (自然科学类),民国 91,47(1):55-69.
[6] 李洪玉,林崇德.中学生空间认知能力结构研究[J].心理科学, 2005,28(2):269-271.
[7] S Marison Tapley, Bryden M P. An Investigation of Sex Differences in Spatial Ability: Mental Rotation of Three-dimensional objects[J]. Canad. J.Psychol./Rev.Canad.Psychol, 1977(3):122-131 .
[8] Johnson E S, AnnC. Develop mental patterns of spatial ability: An early sex differences[J]. Child Development,1987(6):55-67.
[9] David Goldstein, Dianne Haldane. Carolyn Mitchell Sex Differences in Viaual-spatial Ability: the Role of Performance Factors [J].Memory& Cognition,1990,18(5):546-550.
[10] 田学红.空间能力性别差异略论[J].山西师大学报(社会科学版),2003,30(3):114-117.
[11] 郑翔.几何教学与空间想象能力关系的调查研究[J].数学教育学报,2001(4):93-95.
[12] 李文馥,徐凡.6-12 岁儿童识图能力的发展[J].心理学报,1991(1):10-17.
[13] 周珍.中学生空间图形认知能力发展的研究[D]:[硕士学位论文].北京:首都师范大学,2000.
[14] 郑丽华.7—11 年级学生空间能力发展的调查研究[D]:[硕士学位论文].上海:华东师范大学,2005.
[15] 游旭群,晏碧华.视觉空间能力的认知加工特性[J] .陕西师范大学学报(哲学社会科学版),2004,33(2):102-106.
[16] Wu H-K, Shah P.Exploring visuospatial thinking in chemistry learning[J].Sciences Education,2004(88):465-492.
[17] Bodner G M, McMillen T L B. Cognitive restructuring as an early stage in problem sloving[J].Journal of Research in Science Teaching,1986,23(8):727-737.
[18]Tuckey H, Selvaratnam M, Bradley J. Identification and reflection of student diffculties concerning three-dimensional structures,rotation,and reflection[J].Journal of Chemical Education,1991,68(6): 460-464.
[19] 韩静,吕琳.空间想象能力对高中化学物质结构知识学习的影响[J].化学教育,2006(9):28-30.
[20] 段戴平.高中生化学视觉空间能力的性别差异研究[D]:[硕士学位论文].重庆:重庆师范大学,2006.
[21] 别尔特良 A M.地图—地理学的第二语言[M].李建新,侯存治,译.北京:中国地图出版社, 1991.83-86.
[22] 王家耀,陈毓芬. 理论地图学[M]. 北京:解放军出版社,2001,35-66.
[23] 鲁学军.地理空间认知模式研究[J].地理信息世界,2004,2(6):11-13.
[24] 张本昀,陈常优,于甦新.地理研究者的地图空间认知过程[J].地域研究与开发,2006 , 25(6):99-103.
[25] 袁孝亭,王向东.论地理学科的空间观教育[J].地理教学,2003(1):10-11.
[26] 袁孝亭,王向东.中学地理素养教育[M].北京:高等教育出版社 2005,173-185.
[27] 吴丽蓉.中学地理空间观教育[D]:[硕士学位论文].福州:福建师范大学,2005.
[28] 邬贻梁.地理课程标准中的空间知识结构分析[J].地理教学。2002(4):11-13.
[29] 卢万合.中学身地理空间思维能力及其培养[D]:[硕士学位论文].长春:东北师范大学,2005.
[30] 黄习.高中生地理空间思维能力的系统培养[J].教育教学研究.2007(10):126-127.
[31] 刘学东.心理地图的构建与运用[EB/OL].http://www.8wen.com/doc/936378,2007-05-07.
[32] 朱智贤.心理学大词典[M].北京师范大学出版社.1989. 742.
[33] 周瑛.普通心理学[M].北京:警官教育出版社.1994. 198-201.
[34] 国际地理联合会地理教育委员会. 冯以浤译.地理教育国际宪章.地理学报, 1992(4).
[35] 杨代虎.中美地理课程标准对比研究[D]:[硕士学位论文].南京:南京师范大学,2005.
[36] 段玉山,李曼.日本新编中学地理教材特点浅析[J].外国中小学教育.2005(3):41-43.
[37] 谢辉,张雷,刘慧,等.中外高中地理教材比较分析[J].中学地理教学参考.2004(3): 4-5.
[38] 教育部.普通高中地理课程标准(修订稿)[M].北京:人民教育出版社,2003.2-10.
[39] 章毓光,吴清弟,季云和.温州师范学院学报(哲学社会科学版),1999,20(2):6-10.
[40] 黄达成:高中生理科学习方式与策略的性别差异[J].中学物理教学参考,1996(2):1-2.
[41] 陈澄,夏志芳.地理学习论与学习指导[M].上海:华东师范大学出版社,2001.71-73.
[42] 刁传芳.中学地理教材教法[M].北京:北京师范大学出版社,1991.126-130.
[43] 卫杰文,杨关妮,陆旦中,等.中学地理教师手册[M].上海:上海教育出版社,1982.226-248.
[44] 王树声,王民,钟作慈.中学地理教材教法[M].北京:高等教育出版社,1995.204-220.
[45] 叶明葱,高旭灿.论情景教学中情景的创设[J].和田师范专科学校学报(汉文综合版), 2007,27(6):73-74.
[46] 熊辉.地理研究性学习的情景教学策略[J].成才,2002(9):58-59.
[47] 陈炳飞.地理案例教学的操作策略[J].教学与管理,2002(8):63-65.
[48] 褚丽娟. 中学生地理方法和地理观点培养的案例教学设计[D]:[硕士学位论文]. 长春:东北师范大学,2006.