论地理教学中的探究学习——以“隆教湾古火山口探究学习”课题为例

探究学习作为新世纪基础教育新课程改革的重要组成部分，是对传统学习方式的一次深刻变革。但对探究学习的理解、设计、实施以及评价等方面，都面临着不少困惑。本文以《隆教湾古火山口探究学习》课题为例，在探究学习活动中取得学生学习的方式改变和能力培养、教师知识的完备和能力提高。     

地理探究学习的重点内容领域

探究学习是新一轮地理课程改革倡导的主要学习方式。目前，地理探究学习已在新课程推进中得到积极的推广与应用，但同时也出现了“探究学习泛化”的现象(即在地理探究学习应用中未能充分考虑学校条件、教师素质、教学内容、学生能力、教学时间等制约因素)。可以说，这在一定程度上曲解了地理探究学习的主旨。实际上，任何一种学习方式都有其适应范围，探究学习更是如此，并不是所有地理课程内容都适合采用探究学习。我们认为，适宜探究学习的地理课程内容大体包括以下几项。     

地理探究学习设计的策略初探

2003年教育部制定出版的《高中地理课程标准》明确提出要重视对地理问题的探究，倡导自主学习、合作学习和探究学习，最终达到增强学生的地理学习能力和生存能力的目的。     

合作探究学习 防止追求形式

地理新课标积极倡导合作探究的学习方式。合作学习以师生、生生之间的共同交流、探讨和研究为基础,旨在激发学生的创造力,培养学生的合作精神,加强自我反思.新课标实施以来,合作学习作为一种科学的学习方法,在地理课堂教学中得以大力推广。     

基于拼图合作学习法培养地理核心素养 ——以"洋流"(第一课时)为例

拼图合作学习法是模拟拼图游戏建立起来的一种教学组织模式,实现了每个学生在合作中成长的目标,符合新课程改革中学习方式的转变方向.文章以"洋流"(第一课时)为例,以Earth Null School网站为辅助手段,引导学生通过自主学习的方式学习洋流的概念与性质;再通过拼图合作的方式从要素、地区与时空角度依次进行探究,深化对洋流动因与洋流分布规律的认识,试图探索基于拼图合作学习法提高每个学生的自主发展能力、沟通合作能力及地理核心素养的路径.     

高中学生地理学习现状的问卷调查及思考

本项调查旨在了解高中学生地理学习现状,对他们的学习方式进行理性的思考,探索出适合学生发展的地理学习方式,更好地培养学生的探究能力.     

高中学生地理学习现状的问卷调查及思考

本项调查旨在了解高中学生地理学习现状,对他们的学习方式进行理性的思考,探索出适合学生发展的地理学习方式,更好地培养学生的探究能力.     

学习进阶视域下教材与教学课例的研究 ——以人教版"交通运输布局对区域发展的影响"为例

学习进阶是对学生连贯且逐渐深入的思维方式的假定描述,即在一个适当的时间跨度下,学生学习和探究某一重要的知识或实践领域时,其思维方式的逐渐进阶.本文尝试从教材分析、教学评价、思维发展三个角度进行学习进阶的研究,探究中学地理教学和地理学习进阶的教学路径.     

利用课堂培养学生探究学习能力

日前乃至今后一段时间,我国学校教育仍是班级授课制为主．因此,课堂是培养学生探究学习能力的主阵地．在课堂有限的时空内．教师怎样充分利用课堂,发挥主导作用,培养学生的探究学习能力呢？     

中学地理科学探究学习实施现状的调查

正2001年颁布的《基础教育课程改革纲要》和《义务教育地理课程标准(试行)》及2003年颁布的《普通高中地理课程标准(试行)》均强调"转变学生的学习方式",明确提出倡导科学探究学习。全国第八次课程改革至今已有10余年时间,为了更好地了解广大中学地理教师实施地理科学探究学习的状况,从而深化课改,纠偏扶正,我们进行了"地理科学探究学习实施现状"的调查。一、问卷设计自编问卷"地理科学探究学习实施情况调查问卷",从被调查者基本情况、地理科学探究活动实施现状、教师实施地理科学探究活动的策略与形式、科学探     

Learning by Doing: Implementing Community Service-based Learning

Abstract

Community-based Learning (CSBL) is based on the idea that learning is facilitated when the classroom is linked with real-world experience. This paper presents an overview of the pedagogical basis of community service-based learning (CSBL) and compares CSBL projects carried out in two very different settings. The findings indicate that in order to implement CSBL successfully, instructors need to plan ahead, develop partnerships with community organizations, and allow community groups to guide student projects. It is also important to recognize that the full benefits of CSBL are only gained when students, community members, and instructors spend time reflecting on the CSBL experience.     

Problem-Based Learning for Promoting Student Learning in High School Geography

ABSTRACT

This study determines the impact of problem-based learning on a preuniversity geography class. Learning activities include problem analysis, information collection, an examination of concepts, oral presentations, and group summaries in relation to current and perennial geographical issues of local and/or global concern. Assessment for learning and assessment of learning were done by the teacher, classmates, and students themselves. Results showed that students could analyze problem statements and present their understanding systematically but varied considerably in organization, argument, and quality of thinking. To seek improvements, teachers should become more active facilitators while encouraging students to learn as problem solvers. Teacher training and school-based support are needed for creating a collaborative inquiry-oriented atmosphere in the classroom.     

Student Learning of Place: Learning Progressions Can Help Fill the Gaps

This commentary is a response to Larsen and Harrington's article titled “Developing a Learning Progression for Place” (2018). The commentary includes a discussion of the benefits to other content areas that research on student learning of place can provide. The commentary also describes the coherence that learning progressions can bring to research on student learning of complex, interdisciplinary domains of study.     

制定适切的学习目标——线上线下混合式学习需要注意的关键前提

在日常教学活动中,学生学习效率不高的情况较为普遍,其主要原因之一是教师对学生学习目标的呈现和引导不够明确。特别是在防止“新冠肺炎疫情”蔓延期间,师生不便面对面交流,线上线下混合式居家学习在全国广泛开展起来,为了更好地提高学生的学习效率,教师们尤其需要为学生呈现更加科学、明确、具体的学习目标。本文结合《普通高中地理课程标准(2017年版)》中课程目标的要求,再次阐释学习目标的概念及制定方法。     

Concept Learning through Writing for Learning: Using Journals in an Introductory Geography Course

Abstract

To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts.     

Learning Wisdom Through Geographical Dislocations

Wisdom is at once one of the most elusive and most valued kinds of knowledge. Empirical research shows that, indeed, across cultures, people hope that life experience will eventually make them wiser. The problem is that, to date, the academic study of wisdom and of the processes by which it can be learned has been dominated by psychologists. The first part of the article reviews the state-of-the-art psychological scholarship on wisdom to show how that conceptualization lacks geographical sensitivity and therefore misses some of the crucial geographical mechanisms by which people become wiser. The second part of the article singles out and focuses on one such mechanism, namely, the learning of wisdom through geographical dislocations. By drawing on insights from the study of international migration, exile, and transculturation in postcolonial contexts, the final part of the article suggests specific learning processes that might strengthen the hypothesis that geographical dislocations and the attendant cross-cultural experiences they generate are often conducive to wisdom.     

Using Information Technologies for Interactive Learning

Abstract

Experiences in designing, offering, and evaluating joint senior undergraduate course assignments in resource and environmental management on two different occasions, which connected students in two universities in British Columbia and Ontario, are documented. The shared assignments provided students with experience in group work and consensual decision making, and allowed them to use a mix of information technologies (e-mail, chat rooms, the Web, video conferencing). The undergraduate students rated very highly the experience with information technology but found some aspects of a collaborative learning approach to be challenging. The course was less successful than had been anticipated in highlighting different regional perceptions and perspectives regarding resource and environmental problems and solutions. Clarification of objectives and expectations, more attention to allocation of time, and consideration of computer access and assistance would improve the effectiveness of the courses.     

Developing a Learning Progression for Place

The concept and characteristics of place within geography education are surveyed in the context of learning progressions. Beginning with place's history and relevance in geographic thought, this review moves on to discuss connections between space and place. From a geographic education perspective, place-based instruction and place characteristics are threaded with ideas of landscape and human encounter with or perception of place. Grade level standards can be problematic when dealing with a complex subject, such as place. Borrowing from educators in the sciences, this review reflects on the challenge of building one or more learning progressions for K–12 education on place.