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class="info"> <span id="5vajrimf" class="time">時間：2020-10-01 16:24:33 </span> <span id="5vajrimf" class="sm_after_time"></span> <span id="5vajrimf" class="source"><a target="_blank" href="http://m.1-jiu.com/biyelunwen/fanwen/dili/" title="地理畢業(yè)論文">地理畢業(yè)論文</a></span> <span id="5vajrimf" class="source"><a target="_blank" href="http://m.1-jiu.com/usr/login.html" title="我要投稿">我要投稿</a></span> </div> <script type="text/javascript">s("content_top");</script> <div id="5vajrimf" class="content"> <p>談?wù)劦乩斫滩奶剿鳈谀康氖褂谜撐?/p> <p>　　普通高中課程標(biāo)準(zhǔn)實驗教科書《地理》新教材（中國地圖出版社出版），與舊版本高中地理教科書在體系結(jié)構(gòu)、內(nèi)容和形式等方面都有很大的變化。其中一個十分顯著的變化就是每一節(jié)課題的正文之前都有一個“探索”欄目，其形式多種多樣，有“比較和分析”、“讀圖與思考”、“地理小實驗”、“猜測游戲”、“景觀圖片或地圖比較”等等。</p><p style="text-align: center;"><img loading="lazy" src="https://p.9136.com/00/l/c2dbcec405.jpg" alt="談?wù)劦乩斫滩奶剿鳈谀康氖褂谜撐?/></p><p>　　如何在新課程地理教學(xué)中有效利用“探索”欄目，確保新課程教學(xué)目標(biāo)三個維度的實現(xiàn)呢？現(xiàn)就這一問題談?wù)勛约涸谡n堂教學(xué)實踐中的體會。</p><p><strong>　　一、利用“探索”欄目創(chuàng)設(shè)課堂教學(xué)情境</strong></p><p>　　創(chuàng)設(shè)課堂情境是地理教學(xué)的重要環(huán)節(jié)之一，有如戲劇中的“序幕”。恰如其分的課堂情境一開始就能扣住學(xué)生心弦，激發(fā)學(xué)生學(xué)習(xí)興趣，引導(dǎo)他們積極探索。新教材的“探索”欄目往往是根據(jù)學(xué)生求知欲旺盛、好奇心強(qiáng)的心理特點，精心設(shè)計的與本節(jié)課知識有緊密聯(lián)系，并富有啟發(fā)性的問題、懸念和能夠激發(fā)學(xué)生興趣的地理小實驗。這些內(nèi)容大多能引起學(xué)生對新知識的關(guān)注和渴望。</p><p>　　如新教材（必修一）第二章第二節(jié)《水的運(yùn)動》一課的“探索”欄目，內(nèi)容是：“地理小實驗——模擬水循環(huán)：步驟（1）在一個平底器皿中加入少量的水，蓋滿器皿底部即可。把一個裝滿沙子的小瓶放入水中。（2）把一片塑料紙蓋在器皿上用橡皮筋扎緊，然后把一塊小石頭放在塑料紙上，壓住塑料紙。小石頭要放在裝沙子小瓶的正上方。（3）將器皿放在陽光下或較強(qiáng)烈的燈光下直曬，過一段時間后，觀察器皿內(nèi)和塑料紙會有什么變化？為什么會有這樣的變化？</p><p>　　這樣的”探索“小實驗實際是一種設(shè)置懸念的導(dǎo)入，能立刻把學(xué)生帶入情境之中。像這樣的”探索“欄目，教師在創(chuàng)設(shè)課堂情境時可以適當(dāng)采用，但是必須要做到課前進(jìn)行充分合理的準(zhǔn)備。因為學(xué)生親身參與的程度是課堂情境創(chuàng)設(shè)能否成功的關(guān)鍵，甚至決定著這節(jié)課完成教學(xué)目標(biāo)的效度。</p><p><strong>　　二、利用”探索“欄目組織學(xué)生活動，培養(yǎng)自主學(xué)習(xí)習(xí)慣</strong></p><p>　　學(xué)生打開課本，便會看到”探索“欄目中源于實踐而又富于啟發(fā)性的有趣內(nèi)容，這很容易引發(fā)他們的學(xué)習(xí)興趣。教師要借機(jī)讓學(xué)生閱讀并帶著學(xué)生探索其中的問題，培養(yǎng)學(xué)生自主學(xué)習(xí)習(xí)慣。教科書的”探索“欄目本身還具有提綱挈領(lǐng)的作用，闡釋了本課知識之間的內(nèi)在聯(lián)系和學(xué)習(xí)的基本線索，為教師導(dǎo)入新課教學(xué)、組織學(xué)生活動起到了引領(lǐng)作用。</p><p>　　例如，在教學(xué)中，利用太陽系八大行星的比較表，教師可以讓學(xué)生思考：1.在太陽系八大行星中，從水星到海王星其表面平均溫度的變化有什么規(guī)律？這與它們距太陽的遠(yuǎn)近有什么關(guān)系？2.地球表面平均溫度是多少？這和它在太陽系中的位置有什么關(guān)系？3.地球上存在生命與上述這些數(shù)字有關(guān)系嗎？這些問題可以幫助學(xué)生自己閱讀”太陽系的組成“和”地球是太陽系中一顆十分獨特的天體“這兩段內(nèi)容。學(xué)生根據(jù)”探索“欄目中數(shù)據(jù)的比較和提問，步步深入地尋找答案，就能按部就班地理解這節(jié)課學(xué)習(xí)的.主要內(nèi)容和基本線索，并得出相應(yīng)的理結(jié)論了。</p><p>　　再如，在《地理環(huán)境的整體性和地域分異》一課的”探索“欄目中”地理環(huán)境的整體性“提到，某一地區(qū)自然環(huán)境中的植被遭到大規(guī)模的破壞之后，地表的蓄水能力下降，地面徑流增加，對土壤沖刷加劇，造成水土流失，大氣濕度減小，氣候日漸干旱，整個自然地理景觀發(fā)生了變化。結(jié)合這一內(nèi)容可設(shè)計相應(yīng)的思考題。一是”這一事例說明地理環(huán)境各要素之間是什么關(guān)系“？二是”你還能找到類似的事例說明地理環(huán)境的整體性嗎“？通過事例和思考題就把這節(jié)課的學(xué)習(xí)思路展現(xiàn)給學(xué)生，為教師組織學(xué)生活動起到了很好的提示作用。同時，也有利于學(xué)生自主學(xué)習(xí)習(xí)慣的養(yǎng)成。</p><p><strong>　　三、利用”探索“欄目把握課堂教學(xué)重點、難點</strong></p><p>　　大部分”探索“欄目的思考題往往是依據(jù)課程標(biāo)準(zhǔn)，圍繞本節(jié)課學(xué)習(xí)的重點、難點提出的。教師在教學(xué)中要予以高度重視。</p><p>　　如新教材（必修一）第四章第三節(jié)《寒潮》一課，有幾段材料介紹了以下的情況：”從1994年4月22日起，受西西伯利亞南下強(qiáng)冷空氣影響，天山南北出現(xiàn)了大風(fēng)降溫和雨雪冰雹等寒潮天氣。北疆風(fēng)力達(dá)十級，南疆風(fēng)力達(dá)十二級。南北疆各地平均降溫10攝氏度以上，一些地區(qū)降雪最厚達(dá)到60厘米。據(jù)不完全統(tǒng)計，受寒潮影響，新疆農(nóng)作物受災(zāi)面積達(dá)80多萬公頃，受災(zāi)牲畜1500多萬頭，房屋損壞2.2萬多間，受災(zāi)人口200萬人。大風(fēng)雪給交通安全造成很大威脅，火車停運(yùn)，航班臨時停飛“。結(jié)合這一內(nèi)容設(shè)計的思考題有：1.寒潮從何處進(jìn)入我國新疆？2.寒潮天氣有哪些現(xiàn)象？3.歸納寒潮天氣帶來哪些危害。</p><p>　　在教學(xué)中，教師可以組織學(xué)生閱讀”探索“中有關(guān)的《寒潮》材料，思考問題、討論歸納，有利于學(xué)生理解和掌握本節(jié)課的重點知識。在探索”寒潮“的形成原因以及在我國影響的主要路徑這一學(xué)習(xí)難點時，教師引導(dǎo)學(xué)生閱讀”探索“材料中提供的新疆略圖，和”閱讀“欄目中相關(guān)內(nèi)容，加以分析、闡述，難點知識就迎刃而解了。</p><p>　　四、利用”探索“欄目培養(yǎng)學(xué)生地理技能</p><p>　　新教材中不少”探索“欄目，都運(yùn)用了地理圖表，并注重對地理事物的比較。有的利用地圖分析比較地理區(qū)域，有的比較地理要素。還有的”探索“欄目是通過做一個有趣的地理實驗來驗證地理原理，如《地球自轉(zhuǎn)偏向力》的演示實驗等。這些內(nèi)容既可以提高學(xué)生識圖表、用圖表的能力，也可以培養(yǎng)學(xué)生動手實踐、解決問題的能力。學(xué)生對此也有濃厚的興趣。在教學(xué)中，盡可能直接利用或加以改造后利用這些欄目培養(yǎng)學(xué)生的地理技能和能力。</p><p><strong>　　五、利用”探索“欄目進(jìn)行有效課堂提問，促進(jìn)學(xué)生思維發(fā)展</strong></p><p>　　思維能力與解決問題能力是緊密聯(lián)系的。有效的課堂提問是促進(jìn)學(xué)生思維發(fā)展的重要途徑。教科書中的”探索“欄目大多都提出了生動有趣的問題，教師可因勢利導(dǎo)，通過分析、探究的過程，促進(jìn)學(xué)生思維的發(fā)展。</p><p>　　比如《影響氣候的因素及氣候在地理環(huán)境中的作用》一課，學(xué)生已經(jīng)學(xué)習(xí)過前一課”探索“欄目中的”撒哈拉大沙漠景觀和我國長江中下游地區(qū)景觀的對比“，因此可設(shè)計這樣的思考題：”兩地的景觀差異為什么如此之大？你認(rèn)為這主要是受哪一個自然地理要素的影響造成的？“學(xué)生在對氣候?qū)Φ乩憝h(huán)境的影響有了一定的認(rèn)識之后，再理解《自然地理環(huán)境的整體性》”探索“欄目中”自然地理環(huán)境中的植被遭到大規(guī)模的破壞之后，其他要素如水文、土壤、氣候等是如何變化的？這一事例說明自然地理環(huán)境各個要素之間是什么關(guān)系？“等問題，就能比較有效地參與探究活動，并得出”自然地理環(huán)境各個要素之間是相互影響、相互作用的，它們共同構(gòu)成了地理環(huán)境的整體性“這一結(jié)論了。接下來，”探索“又提出諸如”你還能找到類似的事例說明地理環(huán)境的整體性嗎？“等問題。這些問題層層深入，不僅能激發(fā)學(xué)生求知欲，也便于引入下節(jié)課的學(xué)習(xí)，培養(yǎng)學(xué)生的邏輯思維能力。</p><p>　　總之，教師可以利用”探索“欄目中各種類型的設(shè)問，整體設(shè)計、巧妙組織每一章節(jié)的教學(xué)活動，并把握時機(jī)，補(bǔ)充設(shè)問，促使地理知識的深入學(xué)習(xí)、靈活遷移。</p><p><strong>　　六、利用”探索“欄目總結(jié)學(xué)習(xí)要點，反饋教學(xué)效果</strong></p><p>　　課堂小結(jié)是實施課堂教學(xué)中必不可少的重要環(huán)節(jié)。好的”結(jié)尾“可以使知識得以概括、深化；使整個課堂教學(xué)結(jié)構(gòu)嚴(yán)密、緊湊、完善。課堂小結(jié)的形式多種多樣，如依據(jù)”探索“欄目可以進(jìn)行概括式小結(jié)，在引導(dǎo)學(xué)生完成本節(jié)課知識后，按照”探索“欄目進(jìn)行概括總結(jié)。也可以給學(xué)生布置”探索“欄目中的小實驗，要求學(xué)生課下完成。這既可以作為本節(jié)課的小結(jié)，又可以作為下一節(jié)課開始的學(xué)習(xí)導(dǎo)入。此內(nèi)容最好舉例說明，從反饋、總結(jié)兩方面來談。</p><p>　　總之，新教材”探索“欄目如果使用巧妙得當(dāng)，就能有效提高新課程地理課堂教學(xué)效率，促進(jìn)教學(xué)目標(biāo)的實現(xiàn)。因此，教師在課堂教學(xué)中應(yīng)積極探索更加廣泛而有效的教學(xué)方式和手段，充分發(fā)揮”探索“欄目的功能，使之更好地為課堂教學(xué)服務(wù)。</p><script>s("content_relate");</script><p>【談?wù)劦乩斫滩奶剿鳈谀康氖褂谜撐摹肯嚓P(guān)文章：</p><p>1.<a 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