新课标下中学地理情境教学研究
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摘要
随着基础教育改革的实施与发展，地理学科也颁布了新的课程标准，新课程标准提出了“培养现代公民必备的地理素养”、“学习对终身发展有用的地理”的目标，这就意味着传统的以教师讲解为主的地理课堂教学方式，已经不能满足学生的学习需求，也很难给学生提供一个真正高质高效的学习环境。因此，转变传统教学方式，转而呼吁更为开放的学习方式已成为大势所趋。在诸多教学方式中，地理情境教学是与新课程改革要求的理念非常契合的一种教学方式，地理教师为了达成教学任务，要根据具体教学现实，设置与所要学习的地理新知识内容相匹配的各种情境，从而激起学生的兴趣和情感体验。
近年来，国内外学者增强了对情境教学的关注和重视，关于地理情境教学的相关研究也越来越多，然而对地理情境教学以不同知识类型为基础的情境教学模式研究尚不太多。本论文前两章通过文献调查法研究了地理情境教学的相关概念和理论基础，对于相近的概念予以区分，并且从人本主义、建构主义和多元智能理论的角度探讨了情境教学的理论基础。然后探讨了情境教学的国内外研究现状，尤其以问卷调查的形式调研了烟台地区高中学校的一些地理教师对地理情境教学的看法和建议，进一步了解情境教学的实施情况和存在的问题，提出自己的一些看法和思考；着重结合地理学科的案例研究了中学地理课堂中情境的创设途径和方法，最后根据知识的不同类型对知识进行探讨，探讨地理情境教学的教学模式。希望本文的研究能够指导地理教师提高地理情境教学实际操作的质量和效率。
With the basic education’s reform and the implementation of the development, geographyalso issued the new course standard, the new curriculum standard proposes" to cultivatemodern citizens’s essential geographical accomplishment"" lifelong learning on thedevelopment of useful geography ", which means to the traditional teacher-dominated thegeography classroom teaching mode, has been unable to meet the the learning needs ofstudents, it is difficult to provide students with a really efficient learning environment.Therefore，we must change the traditional teaching mode, promote collaborative learning,independent learning and inquiry learning learning style. In many ways of teaching,situational geography teaching is the requirement of the new course reform idea and agreeswith a way of teaching, geography teachers in order to achieve the task of teaching, accordingto the specific teaching practice, creation and teaching content of geography to match the realor simulated situation so as to arouse students' emotional experience.
In recent years, domestic and foreign scholars enhance the situational teaching and moreattention about the situational teaching of geography, related researching is also increasing,but the geographical situation teaching in different types of knowledge based general teachingmode research is not too much. The first two chapters of this thesis through the literaturesurvey method to study the geographical situation teaching related concepts and theoreticalfoundation, for similar concepts to be made, and choose Humanistic psychology, EducationalPsychology and the theory of Multiple Intelligences Perspective of situated teaching theory.And then discusses the situation teaching research at home and abroad, especially in the formof questionnaire survey Yantai area’s schooles’ some geography teachers of geographyteaching views and suggestions, to further understand the teaching situation and existingproblems, and puts forward some of his own views and thoughts; and then focused on thecombination of geography case study middle school geography classroom situation way andmethod, according to the knowledge of the different types of knowledge are discussed, thegeneral of the situational teaching of geography teaching mode. Hope that through this studyto guide geography teachers to improve implementation of situational geography teachingquality and efficiency.
近年来，国内外学者增强了对情境教学的关注和重视，关于地理情境教学的相关研究也越来越多，然而对地理情境教学以不同知识类型为基础的情境教学模式研究尚不太多。本论文前两章通过文献调查法研究了地理情境教学的相关概念和理论基础，对于相近的概念予以区分，并且从人本主义、建构主义和多元智能理论的角度探讨了情境教学的理论基础。然后探讨了情境教学的国内外研究现状，尤其以问卷调查的形式调研了烟台地区高中学校的一些地理教师对地理情境教学的看法和建议，进一步了解情境教学的实施情况和存在的问题，提出自己的一些看法和思考；着重结合地理学科的案例研究了中学地理课堂中情境的创设途径和方法，最后根据知识的不同类型对知识进行探讨，探讨地理情境教学的教学模式。希望本文的研究能够指导地理教师提高地理情境教学实际操作的质量和效率。
With the basic education’s reform and the implementation of the development, geographyalso issued the new course standard, the new curriculum standard proposes" to cultivatemodern citizens’s essential geographical accomplishment"" lifelong learning on thedevelopment of useful geography ", which means to the traditional teacher-dominated thegeography classroom teaching mode, has been unable to meet the the learning needs ofstudents, it is difficult to provide students with a really efficient learning environment.Therefore，we must change the traditional teaching mode, promote collaborative learning,independent learning and inquiry learning learning style. In many ways of teaching,situational geography teaching is the requirement of the new course reform idea and agreeswith a way of teaching, geography teachers in order to achieve the task of teaching, accordingto the specific teaching practice, creation and teaching content of geography to match the realor simulated situation so as to arouse students' emotional experience.
In recent years, domestic and foreign scholars enhance the situational teaching and moreattention about the situational teaching of geography, related researching is also increasing,but the geographical situation teaching in different types of knowledge based general teachingmode research is not too much. The first two chapters of this thesis through the literaturesurvey method to study the geographical situation teaching related concepts and theoreticalfoundation, for similar concepts to be made, and choose Humanistic psychology, EducationalPsychology and the theory of Multiple Intelligences Perspective of situated teaching theory.And then discusses the situation teaching research at home and abroad, especially in the formof questionnaire survey Yantai area’s schooles’ some geography teachers of geographyteaching views and suggestions, to further understand the teaching situation and existingproblems, and puts forward some of his own views and thoughts; and then focused on thecombination of geography case study middle school geography classroom situation way andmethod, according to the knowledge of the different types of knowledge are discussed, thegeneral of the situational teaching of geography teaching mode. Hope that through this studyto guide geography teachers to improve implementation of situational geography teachingquality and efficiency.
引文
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[7]周钦.新课改后地理创设情境教学的探讨[J].新课程·上旬.2011,7:96
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[9]张淑艳.初中地理课堂中情境教学的研究与实践[D].华东师范大学2006年教育硕士毕业论文:9-19
[10]张新玲.中学地理教学情境创设研究[D].山东师范大学2003年教育硕士毕业论文:20-29
[11]尤云华.现代教育理念下地理教学情境创设研究[D].华中师范大学2007年教育硕士论文：30-59
[12]皮连生.教学设计——心理学的理论与技术[M].北京：高等教育出版社.2000
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[14]叶浩生.西方心理学的历史与体系[M].北京：人民教育出版社.1998:521-611
[15]陶洪武.从洋思中学的教学模式谈语文有效教学的策略运用——自学·乐学·活学·好学[J].中学课程辅导.教学研究.2011，6：17-18
[16]王红香.构建“情境引探五环节”教学模式提升课堂教学的有效性[J].《黑龙江教育(中学教学案例与研究)》.2010,Z1:60-61
[17]李碧清.运用程序性知识教学培养学生学习能力和实践技能[J].科协论坛.2008,8:138-139
[18]武彩.新课改下中学地理教学情境创设的研究[D].山东师范大学2006年教育硕毕业论文:9-29
[19]张勇军.高中地理问题情境教学策略研究[D].江西师范大学2007年硕士毕业论文:14-33
[20]陈琦、刘儒德.当代教育心理学[M].北京：北京师范大学出版社，1997：181-183
[21]莫雷.教育心理学[M].北京:教育科学出版社.2007.8:51
[22]石先云.高中地理情境教学研究与实践[D].山东师范大学2010年教育硕士毕业论文:7-25
[23]梁世宁.新课标下中学地理情境教学的理论与实践研究[D].福建师范大学2007年教育硕士毕业论文:19-22
[24]吕宜平.基于知识分类的中学地理教学策略[J].中学地理教学参考.2004,10:6-7
[2]顾明远等.教育大辞典简编本[M].上海：上海教育出版社，1999:365
[3]迟艳杰.教学：人存在意义的追求[D].华东师大2000届博士学位论文：100
[4]钟启泉等.课程与教学论[M].广东：广东高等教育出版社，1999:12
[5]曾宜波.浅谈地理教学创设情境的策略[J].中学地理教学参考.2010,63：62-63
[6]李君.论中学地理教学中的情境教学[J].山西师大学报(社会科学版).2011.9,38:186-187
[7]周钦.新课改后地理创设情境教学的探讨[J].新课程·上旬.2011,7:96
[8]郭潇潇.让情境教学贯穿地理课始终[J].地理教学，2007(6)：24-27
[9]张淑艳.初中地理课堂中情境教学的研究与实践[D].华东师范大学2006年教育硕士毕业论文:9-19
[10]张新玲.中学地理教学情境创设研究[D].山东师范大学2003年教育硕士毕业论文:20-29
[11]尤云华.现代教育理念下地理教学情境创设研究[D].华中师范大学2007年教育硕士论文：30-59
[12]皮连生.教学设计——心理学的理论与技术[M].北京：高等教育出版社.2000
[13]卢炳惠、张学斌.试论知识的类型与教学[J].南华大学学报(社科版).2001,01:73-76
[14]叶浩生.西方心理学的历史与体系[M].北京：人民教育出版社.1998:521-611
[15]陶洪武.从洋思中学的教学模式谈语文有效教学的策略运用——自学·乐学·活学·好学[J].中学课程辅导.教学研究.2011，6：17-18
[16]王红香.构建“情境引探五环节”教学模式提升课堂教学的有效性[J].《黑龙江教育(中学教学案例与研究)》.2010,Z1:60-61
[17]李碧清.运用程序性知识教学培养学生学习能力和实践技能[J].科协论坛.2008,8:138-139
[18]武彩.新课改下中学地理教学情境创设的研究[D].山东师范大学2006年教育硕毕业论文:9-29
[19]张勇军.高中地理问题情境教学策略研究[D].江西师范大学2007年硕士毕业论文:14-33
[20]陈琦、刘儒德.当代教育心理学[M].北京：北京师范大学出版社，1997：181-183
[21]莫雷.教育心理学[M].北京:教育科学出版社.2007.8:51
[22]石先云.高中地理情境教学研究与实践[D].山东师范大学2010年教育硕士毕业论文:7-25
[23]梁世宁.新课标下中学地理情境教学的理论与实践研究[D].福建师范大学2007年教育硕士毕业论文:19-22
[24]吕宜平.基于知识分类的中学地理教学策略[J].中学地理教学参考.2004,10:6-7