基于地理思维能力培养的《旱灾》教学设计尝试  

Teaching Design Attempt of “Drought Disaster” Based on the Cultivation of Geographic Thinking Ability

作　　者：周雪楠 李小燕[1] 程同伟 王腾 

机构地区：[1]陕西理工大学人文学院,陕西 汉中 [2]汉中市龙岗学校,陕西 汉中 [3]汉中市汉台中学,陕西 汉中

出　　处：《社会科学前沿》2023年第9期5172-5179,共8页Advances in Social Sciences

摘　　要：以高中地理必修一第六章第一节《气象灾害之旱灾》为例,通过问卷调查、实地测量、统计数据、地理信息技术等不同形式的课前地理数据采集方法,空间对比分析、时间对比分析以及归纳定性分析等不同方式的室内地理数据分析方法,以及地图、统计图表等不同格式的课上地理数据呈现方式,引导学生从生活实际感受地理现象、发现地理问题,进而自主搜集资料、运用地理方法剖析现象背后的原因,最终达到解决现实问题的地理思维习惯。Taking the first section of Chapter 6, “Meteorological Disasters: Drought”, as an example, in the compulsory course of high school geography, different forms of pre class geographic data collection methods such as questionnaire survey, field measurement, statistical data, and geographic information technology were used. Different indoor geographic data analysis methods such as spatial comparative analysis, temporal comparative analysis, and inductive qualitative analysis were used, as well as different formats of in class geographic data presentation such as maps and statistical charts, to guide students to experience geographical phenomena and discover geographical problems from practical life, and then independently collect data and use geographical methods to analyze the reasons behind the phenomena, ultimately achieving the habit of geographical thinking to solve practical problems.

关 键 词：地理思维 核心素养 旱灾 教学设计 

分 类 号：G63[文化科学—教育学]