中学地理“五个一”教学模式、实践原则与教学案例  

The Teaching Mode,Practical Principles and Teaching Cases of Geography “Five-one" in Middle School

作　　者：胡继中[1] 

机构地区：[1]江苏省泗阳中学,江苏泗阳223700

出　　处：《教育与教学研究》2016年第12期100-110,共11页Education and Teaching Research

基　　金：江苏省教育科学"十二五"规划2015年度重点课题"中学地理‘五个一’教学模式的课堂实践研究"(编号:B-b/2015/02/154)

摘　　要："思想是别人的,行为是自己的",这是新课程改革中教师改变之痛。为此应运而生了中学地理"五个一"教学模式。"五个一"教学模式,便学利教,是一个开放的系统,对不同版本的地理教材普适性较强,文章以人教版"全球气候变化"(自然地理)、湘教版"工业区位因素"(人文地理)、鲁教版"区域水土流失及其治理"(区域地理)作为异课同构的教学案例予以实证探究,体现了地理问题研究的一般方法,契合地理高考试题命制趋势及答题思路,有利于提升学生的核心素养。＂Thought is others＇ while behavior is their own＂. This is the pain experienced by teachers in the new curriculum reform. There- fore,it is necessary to construct and perfect the new teaching mode,and make it become the effective carrier to implement the new curriculum concept. ＂Five-one＂ teaching mode of middle school geography under this background provides a relatively optimal practical teaching mode for teachers and students, which is conducive to the practice of the new curriculum reform concept and improve the classroom teaching. ＂Five-one＂ teaching mode, which is convenient for learning and teaching, is an open system and it has strong adaptability to differem editions of geography textbooks. ＂lifts paper takes PEP version＇ s ＂global climate change＂ （Geography）, Hunan Education Edition＇ s ＂industrial location factors＂ （ Human Geography）, Shandong Education Edition＇ s ＂regional soil and water loss and control＂ （ Regional Geography ） as teaching cases of isomor- phism of different classes to perform the empirical research. ＂Five-one＂ teaching model,reflecting the general method of geographical study and fitting for the trend of college entrance examination proposition system and the idea of answering questions,is beneficial to improve students＇ core competence.

关 键 词：中学地理教学 “五个一”教学模式 高考命题 异课同构 全球气候变化 工业区位 水土流失 

分 类 号：G633.55[文化科学—教育学]