本文通过对人教版(2019年版)高中地理教材选择性必修1的“活动”栏目进行分析,发现其具有的特征是:图表数量增加、凸显地理核心素养的培养和缺少合作学习。教材中的“活动”栏目是地理教材的重要组成部分,有利于培养学生的探究精神、合作意识和落实地理核心素养。因此,教师在使用“活动”栏目进行教学时给出的教学建议是:注重传授学生地图与地理图表学习方法、根据“活动”侧重培养的核心素养选择合适的教学方法、重视合作学习教学模式和根据教学情况灵活使用“活动”栏目。This article analyzes the “Activity” section of the selective compulsory course 1 in the high school geography textbook published by the People’s Education Press (2019 edition), and finds that its characteristics are: increasing the number of charts, highlighting the cultivation of core geographical literacy, and lacking cooperative learning. The “activity” column in the textbook is an important part of the geography textbook, which is conducive to cultivating students’ spirit of inquiry, cooperative consciousness and implementation of the geography core quality. Therefore, the teaching suggestions given by teachers when using the “activity” column for teaching are as follows: pay attention to teaching students the learning methods of maps and geographical charts, select appropriate teaching methods according to the core qualities focused on cultivation by “activity”, attach importance to cooperative learning teaching mode, and flexibly use the “activity” column according to the teaching situation.
情境教学是地理教育界研究的热点问题,而“一境到底”模式作为情境教学的延伸,近些年来也受到各位学者的重视。相较于其他情境教学来说,“一境到底”式的情境教学能够点燃学生的探究兴趣,保持学生思维的连贯性,保障地理课堂的完整性。本文以“锋与天气”为例,将《茅屋为秋风所破歌》一诗作为情境主线贯穿整个教学过程,以“识锋–探锋–遇锋”为主要环节推动课堂前进,课中采用多元教学方法、多种教学活动,且注重学生情感、价值观的培养,促进学生地理学科核心素养的培育。Situational teaching is a hot topic in the field of geography education, and the “one scene to the end” model, as an extension of situational teaching, has also received attention from scholars in recent years. Compared to other situational teaching methods, the “one scene to the end” approach can ignite students’ interest in exploration, maintain the coherence of their thinking, and ensure the integrity of the geography classroom. This article takes “Feng and Weather” as an example and uses the poem “Song of the Thatched Cottage Broken by Autumn Wind” as the main theme throughout the teaching process. The main link is “recognizing the front—exploring the front—encountering the front” to promote classroom progress. Multiple teaching methods and activities are adopted in class, and emphasis is placed on cultivating students’ emotions and values, promoting the cultivation of students’ core literacy in geography.
本论文以“中国的自然环境和自然资源”为例,进行初中地理大单元教学设计研究。基于地理学科核心素养,依次从确定教学主题、明确教学目标、创设课程情境及设计评价方法四个步骤展开。旨在提升学生综合素养与地理思维能力,为一线教师提供教学实践参考,助力初中地理教学更好地培养学生,为初中地理大单元教学探索新路径。This thesis, taking “China’s Natural Environment and Natural Resources” as an example, conducts research on large-unit teaching design in junior high school geography. Based on the core competencies of geography discipline, it unfolds the design process from four steps: determining the teaching theme, clarifying the teaching objectives, creating the course context, and designing evaluation methods. The aim is to enhance students’ comprehensive competencies and geographical thinking ability, providing practical reference for frontline teachers and contributing to better geography education in junior high schools, exploring new paths for large-unit teaching in junior high school geography.
