基于人地协调观培养的高中地理教学资源建设  

Construction of High School Geography Teaching Resources Based on the Concept of Human-environment Coordination Perspective

作　　者：宋保平[1] 李晓宇 刘征[1] 韦锐[1] SONG Bao-ping;LI Xiao-yu;LIU Zheng;WEI Rui(School of Geographic Sciences and Environment,Shijiazhuang University,Shijiazhuang,Hebei 050035,China;School of Geographic Sciences,Hebei Normal University,Shijiazhuang,Hebei 050000,China)

机构地区：[1]石家庄学院地理科学与环境学院,河北石家庄050035 [2]河北师范大学地理科学学院,河北石家庄050000

出　　处：《石家庄学院学报》2024年第6期155-160,共6页Journal of Shijiazhuang University

基　　金：石家庄市教育科学“十四五”规划课题“基于学业质量水平的人地协调观教学资源建设研究”(2021148);石家庄市高等教育科学研究项目“基于地理核心素养培养的石家庄地区自然地理研学方案设计”(20220321)。

摘　　要：为了更好地落实人地协调观的培养要求,基于高中地理教学目标和学业质量培养要求进行分析,将必修课程、选择性必修课程内容分为自然地理类、人文地理类、可持续发展类三大类,与“人地协调观”的地对人的影响、人对地的影响、人地和谐等3个层面涵义相对应.在此基础上,应秉承匹配性、本土化、完整性的原则,考虑不同类型教学内容的特点,进行教学资源筛选、教学资源建设和利用方案设计,从而更好地帮助学生对人地协调观核心素养的掌握.In order to implement the cultivation requirements of the human-environment coordination perspective,analyzed based on the objectives of high school geography teaching and academic quality requirements,the content of compulsory courses and elective compulsory courses are categorized into three main types:natural geography,human geography,and sustainable development,which corresponds to the three dimensions connotation of the"human-environment coordination perspective":the impact of the environment on people,the impact of people on the environment,and the harmony between humans and the environment.On this basis,it is important to adhere to the principles of relevance,localization,and completeness,taking into account the characteristics of different types of teaching content,screen teaching resources,xonstruct teaching resources,and design utilization plans,in order to better help students master the core literacy of human environment coordination perspective.

关 键 词：人地协调观 高中地理 教学资源建设 地理核心素养 

分 类 号：G640[文化科学—高等教育学]