【作者】 庞艳军；

【导师】 袁孝亭；

【作者基本信息】 东北师范大学， 教育博士（专业学位）， 2024， 博士

【副题名】以深圳市S中学为例

【摘要】 国际地理教育越来越重视学生地理实践力的培养,我国地理教育也进入深化改革阶段,2017年版高中地理新课标强调地理实践力的重要性,并鼓励地理教师通过开展地理实践活动来培养高中生的地理实践力。社区资源丰富且独特,蕴藏着丰富的地理知识和原理,开展基于社区资源的地理实践活动具有易感知性、易操作性和很强的可行性,不仅能提高高中生地理实践力,也能激发高中生热爱生活和热爱社区的家国情怀。 虽然基于社区资源培养高中生地理实践力具有极高的价值,但是当前高中学校面临着严峻的高考压力,加之对于课时、资金、安全等方面的考虑,一直以来对社区资源的开发利用程度较低,地理实践力培养还未摆上重要的位置。而且传统的课堂教学和现有的评价体系对高中生地理实践力培养尚存在一定的局限,探索科学有效地基于社区资源的高中生地理实践力培养策略和评价体系势在必行。 论文以地理实践力作为核心要点来展开,以社区为主要的实践场所,以社区资源为实践对象,以开展社区地理实践活动为载体,以评价指标体系为评价工具,以提高高中生地理实践力为目标,以促进学生个性而全面的发展为最终目标。重点探讨以下三个问题:其一是,社区资源的开发利用与高中生地理实践力的培养之间具有哪些内在联系?其二是,基于社区资源的高中生地理实践力如何培养?其三是,基于社区资源的高中生地理实践力培养如何合理地评价?具体的研究概要如下: 关于社区资源的开发利用与地理实践力的培养之间具有的内在联系,论文通过“文献分析法”,对大量的文献资料进行整理分析。首先,梳理理论基础,从上位的角度分析两者的内在联系和将两者结合的可行性;然后,梳理地理课程标准中对地理实践力培养的要求,分析地理教材中地理实践活动的类型以及对地理实践力培养的作用,总结社区资源的特点和社区地理实践活动方式及其对高中生地理实践力培养的作用,对社区资源的开发利用与地理实践力的培养之间的内在联系,做了较为系统的归纳,主要是:一、社区资源承载着地理知识、规律以及原理,具有情境的真实性、学生易感知性、较强的实践性的特点,符合地理实践力培养要求;二、社区资源是教材的有益补充,利用社区资源开展社区地理实践活动有助于地理教学目标的实现、有利于学生知行合一的实现、有利于学生情感、态度和价值观的实现;三、基于社区资源的高中生地理实践力培养契合高中地理新课标准要求。从与高中地理课程培养目标的契合性、与高中地理课程结构的契合性、与高中地理课程内容的契合性三个角度进行社区资源的开发和地理实践力培养目标分析,最后得出社区资源的开发和地理实践力的培养关系密切,密不可分。 关于基于社区资源的高中生地理实践力的培养内容和培养框架及培养方案的制定,论文首先,从较“上位”的角度解构地理实践力的内涵和培养的侧重点与要求,将其作为科学构建基于社区资源的高中生地理实践力指标体系的逻辑起点,通过德尔菲法,对指标体系进行筛选和确定,构建基于社区资源的高中生地理实践力指标体系,并以此为依据构建培养框架。其次,通过访谈法、问卷调查法、个案研究法,获取和分析现状数据。依据个案研究学校的现状及存在的问题,提出培养原则和策略。培养原则包括基于以生为本的主体性原则、基于地理学科的科学性原则、基于真实性的体验性原则、基于社区范围的地域性原则、基于课程改革的开放性原则。培养策略包括:一是构建基于社区资源的高中生地理实践力的培养模式和评价体系;二是开发基于社区资源的地理实践校本课程;三是搭建多元化的社区地理实践平台;四是深研教材细化目标,制定体验性目标;五是多措并举,助力教师实践水平提升;六是建立学校-家庭-社区-政府合作机制;七是构建基于社区资源的高中生地理实践力评价指标体系。 关于结论部分,论文以深圳市S中学为个案研究的实验数据作为分析样本,运用定性和定量分析相结合的方法,分析结果证明论文提出的培养方案和评价体系是行之有效的。论文研制的评价指标体系和量表能精准评价高中生的地理实践力水平,依据评测结果进行针对性地改进本论文提出的培养方案,设计出个性化的培养方案,更有利于高中生地理实践力的提高和高中生个性而全面的发展。论文为地理教师凝练出具有普适性和长效性的基于社区资源的高中生地理实践力的培养策略、评价体系和实施建议,提高了地理教师的地理实践力和组织地理实践活动的能力,同时促进了家校社的深度合作和融合,提升了育人成效,从而推动我国地理教育的蓬勃发展和基础教育目标的实现。更多还原

【Abstract】 The importance of cultivating students' practical geography skills is receiving increasing attention in international geographical education.In China,the field of geographical education has entered a stage of deepening reform.The 2017 edition of the high school geography curriculum emphasizes the importance of practical geography skills and encourages geography teachers to cultivate these skills through practical activities.Community resources are rich and unique,containing abundant geographical knowledge and principles.Conducting geographical practical activities based on community resources is highly perceptible,operable,and feasible.Not only can it enhance the practical geography skills of high school students,but it can also inspire a love for life and a love for the community,fostering a patriotic sentiment among high school students. Although there is tremendous value in cultivating high school students' practical geography skills based on community resources,current high schools are facing severe pressure from the college entrance examination(Gaokao).Moreover,due to concerns about class hours,funding,safety,and other factors,the development and utilization of community resources has been relatively low.As a result,the cultivation of practical geography skills has not been given sufficient importance.Furthermore,traditional classroom teaching and the existing evaluation system still have certain limitations in cultivating high school students' practical geography skills.It is imperative to explore scientifically effective strategies for cultivating practical geography skills among high school students based on community resources,as well as to develop an evaluation system that accurately assesses these skills. The paper focuses on practical geography skills as the core point of discussion,with the community as the primary practice site,community resources as the objects of practice,community geography practice activities as the means,an evaluation index system as the assessment tool,the improvement of high school students' practical geography skills as the goal,and the promotion of students' comprehensive development as the ultimate objective.The paper will specifically address the following three key questions: Firstly,what are the inherent connections between the development and utilization of community resources and the cultivation of practical geography skills among high school students? Secondly,how can practical geography skills among high school students based on community resources be cultivated? Thirdly,how can the cultivation of practical geography skills among high school students based on community resources be evaluated in a reasonable manner? The research outline is as follows: Using the method of literature analysis,the paper systematically analyzes a large amount of literature to explore the inherent connections between the development and utilization of community resources and the cultivation of geographical practice skills.Firstly,sort out the theoretical foundation and analyse the intrinsic connection between the two and the feasibility of combining them from a superordinate perspective;Then,by examining the requirements for cultivating geographical practice skills in geography curriculum standards and analyzing the types of geographical practice activities in geography textbooks and their impact on skill development,the paper summarizes the characteristics of community resources,different ways of conducting community geographical practice activities,and their effects on cultivating practical geography skills in high school students.The paper systematically categorizes the inherent connections between the development and utilization of community resources and the cultivation of geographical practice skills,highlighting the following points:First,community resources contain geographical knowledge,principles,and laws,providing authentic scenarios,student accessibility,and strong practicality,all essential for cultivating geographical practice skills.Second,community resources serve as beneficial supplements to textbooks,and engaging in community geographical practice activities helps achieve teaching objectives,promote the integration of knowledge and action,and shape students' emotions,attitudes,and values.Third,cultivating practical geography skills among high school students based on community resources aligns with the requirements of the new high school geography curriculum standards.An analysis of community resource development and geographical practice skill cultivation objectives is conducted from the perspectives of alignment with high school geography curriculum standards,structure,and content.The paper concludes that the development of community resources and the cultivation of geographical practice skills are closely intertwined and inseparable. The paper proposes a cultivation plan for cultivating practical geography skills in high school students based on community resources.Through methods such as interviews,questionnaires,field surveys,and case studies,the paper collects and analyzes current data to identify existing problems and put forward cultivation principles and strategies.The cultivation principles include: subjectivity principle based on student-centered approaches,scientific principle based on the discipline of geography,experiential principle based on authenticity,territorial principle based on the community context,openness principle based on curriculum reform.The cultivation strategies encompass the following: 1.Establishing a cultivation model and evaluation system for practical geography skills in high school students based on community resources.2.Developing a geography practice curriculum based on community resources.3.Refining textbook objectives and setting experiential goals.4.Implementing various measures to enhance teachers' practical skills 5.Leveraging internal community resources to enhance practical geography experiences.6.Utilizing external community resources to improve practical geography skills.7.Establishing a school-family-community-government cooperation mechanism. Regarding the content and framework of the cultivation of practical geography skills of high school students based on community resources and the development of cultivation programmes,the thesis firstly,deconstructs the connotation of practical geographic skills and the focus and requirements of cultivation practical geography skills from a higher perspective,takes it as the logical starting point for scientifically constructing the indicator system of practical geography skills of high school students based on community resources,and builds the indicator system of practical geography skills of high school students based on community resources through the Delphi method of filtering and determining the indicator system.Through the Delphi method,the index system is screened and determined,and the index system of practical geography skills of high school students based on community resources is constructed,and the cultivation framework is constructed on the basis of this.Secondly,through the interview method,questionnaire survey method and case study method,the current situation data were obtained and analysed.Based on the current situation and problems of the case study schools,cultivation principles and strategies are proposed.The cultivation principles include student-oriented principle of subjectivity,the principle of scientificalness based on geography,the principle of experience based on authenticity,the principle of territoriality based on community scope,and the principle of openness based on curriculum reform.Cultivation strategies include: first,constructing a cultivation model and evaluation system for high school students' practical geography skills based on community resources;second,developing a school-based curriculum for geography practice based on community resources;third,build a diversified community geography practice platform;fourth,studying the teaching materials in depth to refine the objectives and formulate experiential objectives;fifth,taking multiple measures to help teachers improve their practice level;and sixth,establishing a cooperative mechanism between schools,families,communities and the government;and seventhly,constructing an evaluation index system for high school students' practical geography skills based on community resources. In the conclusion section,the paper utilizes a combined qualitative and quantitative analysis of experimental data from Shenzhen a high school as a case study.The analysis results demonstrate the effectiveness of the proposed cultivation program and evaluation system.The evaluation index system and scale developed in the paper accurately assess high school students' geographical practice skills.By targeting improvements to the proposed cultivation program,personalized cultivation plans are designed,which are more conducive to the enhancement of high school students' geographical practice skills and their comprehensive development.The paper crystallizes universal and long-term cultivation strategies,evaluation systems,and implementation suggestions for high school students' geographical practice skills based on community resources,benefiting geography teachers in enhancing their geographical practice skills and organizing geographical practice activities.It also promotes deep cooperation and integration among families,schools,and the community,enhancing educational outcomes and thereby driving the vigorous development of geography education in China and the realization of educational goals at the primary level.更多还原