地理实践力在地理研学旅行课程中的培育和应用
|
摘要
为了提高地理研学旅行的实效性,特别参照《普通高中地理课程标准(2017年版)》,聚焦邯郸普通高中学生地理实践力的培育和应用。依托永定河峡谷丰富的地理资源,从课程设计、课程实施、课程评价、课程反思等方面,尝试将地理研学旅行课程化。通过记录并分析本课程的具体实施过程,认真反思,提出应从师资搭配、课程构建、区域遴选等方面,优化地理研学旅行课程的设计和实施。
In order to improve the effectiveness of geography research travel, special reference is made to the Geography Curriculum Standards for General High School(2017 Edition), focusing on the cultivation and application of the geographical practice power of ordinary high school students in Handan. This paper attempts to develop the course of geography research travel in Yongding River Canyon from the aspects of curriculum design, curriculum implementation, curriculum evaluation, curriculum reflection and so on. Through recording and analyzing the concrete implementation process of this course, this paper makes a serious reflection on the course, and puts forward that the design and implementation of the geography research travel course should be optimized from the aspects such as teacher collocation, curriculum construction, and regional selection.
In order to improve the effectiveness of geography research travel, special reference is made to the Geography Curriculum Standards for General High School(2017 Edition), focusing on the cultivation and application of the geographical practice power of ordinary high school students in Handan. This paper attempts to develop the course of geography research travel in Yongding River Canyon from the aspects of curriculum design, curriculum implementation, curriculum evaluation, curriculum reflection and so on. Through recording and analyzing the concrete implementation process of this course, this paper makes a serious reflection on the course, and puts forward that the design and implementation of the geography research travel course should be optimized from the aspects such as teacher collocation, curriculum construction, and regional selection.
引文
[1]王民,黄劲松,蔚东英.“地理实践力”水平划分标准与案例研究[J].中学地理教学参考,2017(9).
[2]中华人民共和国教育部.普通高中地理课程标准(2017年版)[S].北京:人民教育出版社,2018.
[3]程黎.依托小课题研究,延伸地理教学深度——以“包河商丘道北段水质调查”为例[J].中学地理教学参考,2018(1).
[4]贾铁.中学地理野外考察课程的实践与探索——以“江苏南京六合地区自然地理考察”为例[J].地理教学,2016(8).
[5]丁运超,丁勇成.地理教学视角下的研学旅行[J].中学地理教学参考,2016(4).
[6]白世彪,王建,赵业思,郭海婷,李晶冰.中奥地理学联合实习引导探究式教学实践与探索[J].高等理科教育,2014(6).
[7]段玉山,姚泽阳.地理学科核心素养的几个性质[J].地理教育,2017(2).
[8]吴文霞,周顺彬.地理课程与教学论[M].广州:广东高等教育出版社,2014.
[9]钟启泉.课程论[M].北京:教育科学出版社,2007.
[10]陈德融.基于地理实践力培养的研学旅行互动设计[J].中学地理教学参考,2017(10).
[11]林培英.论中学地理课程性质中的学科属性[J].课程·教材·教法,2015(6).
[12]张晓瑜.综合实践活动课程的理论与实践:基于教师教育的视角[M].哈尔滨:黑龙江教育出版社,2011.
(1)限于篇幅,其余部分的量表省去。
[2]中华人民共和国教育部.普通高中地理课程标准(2017年版)[S].北京:人民教育出版社,2018.
[3]程黎.依托小课题研究,延伸地理教学深度——以“包河商丘道北段水质调查”为例[J].中学地理教学参考,2018(1).
[4]贾铁.中学地理野外考察课程的实践与探索——以“江苏南京六合地区自然地理考察”为例[J].地理教学,2016(8).
[5]丁运超,丁勇成.地理教学视角下的研学旅行[J].中学地理教学参考,2016(4).
[6]白世彪,王建,赵业思,郭海婷,李晶冰.中奥地理学联合实习引导探究式教学实践与探索[J].高等理科教育,2014(6).
[7]段玉山,姚泽阳.地理学科核心素养的几个性质[J].地理教育,2017(2).
[8]吴文霞,周顺彬.地理课程与教学论[M].广州:广东高等教育出版社,2014.
[9]钟启泉.课程论[M].北京:教育科学出版社,2007.
[10]陈德融.基于地理实践力培养的研学旅行互动设计[J].中学地理教学参考,2017(10).
[11]林培英.论中学地理课程性质中的学科属性[J].课程·教材·教法,2015(6).
[12]张晓瑜.综合实践活动课程的理论与实践:基于教师教育的视角[M].哈尔滨:黑龙江教育出版社,2011.
(1)限于篇幅,其余部分的量表省去。