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浅议中学地理教学设计中地理学思想的定位
A Brief Discussion on the Positioning of Geographical Thought in the Instructional Design of Middle School Geography
- 作者： 杨磊磊
-
单位：
天津师范大学，天津
- 关键词： 中学地理；地理学思想；教学设计
- Middle school geography; Geography thought; Instructional design
- 摘要： 《普通高中地理课程标准（2017年版2020年修订）》指出，中学地理课程是一门包含义务教育地理课程及高中地理课程的基础学科课程，其内容反映地理学的本质，体现地理学的基本思想和方法。教学设计是培育和落实学生核心素养的关键环节。在以往的中学地理教学设计研究中，比较重视对核心素养指导下的具体教学内容和方法进行微观研究，而对于地理学思想与教学设计的关系，所着笔墨并不多。因此，本文将从宏观上对中学地理教学设计中地理学思想做出定位，并由此出发探讨二者关系。为更好地发挥地理学科的独特育人价值，在中学地理教学中亟待渗透地理学思想，遵循地理学科方法体系，建立以学生为中心、指向地理学科核心素养培养的课堂教学模式，为学生的终身发展奠定基础。
- The “General High School Geography Curriculum Standards (2017 Edition, 2020 Revision)” states that the middle school geography curriculum is a fundamental subject course that encompasses both compulsory education geography and high school geography courses. Its content reflects the essence of geography and embodies the basic ideas and methods of geography. Instructional design is a crucial link in cultivating and implementing students’ core competencies. In previous research on middle school geography instructional design, we have placed more emphasis on the micro-level study of specific teaching content and methods guided by core competencies, while less attention has been paid to the relationship between geographical thought and instructional design. Therefore, this article will position geographical thought in middle school geography instructional design from a macro perspective and explore the relationship between the two. To better leverage the unique educational value of geography, it is imperative to infuse geographical thought into middle school geography teaching, adhere to the methodological system of geography, and establish a student-centered classroom teaching model aimed at cultivating core competencies in geography, thereby laying the foundation for students’ lifelong development.
- DOI： https://doi.org/10.35534/es.0702039
- 引用： 杨磊磊．浅议中学地理教学设计中地理学思想的定位［J］．教育研讨，2025，7（2）：198-201．
