基于多元地理实验的高中《土壤》教学创新设计  

Innovative Design of High School “Soil” Teaching Based on Multiple Geography Experiments

作　　者：王恬宇 李小燕[1] 程同伟 

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

出　　处：《教育进展》2023年第7期4732-4739,共8页Advances in Education

摘　　要：本文以新课标和新教材的推出为契机,以人教版高中地理新教材必修一《土壤》为例,探究“课前研学、感知土壤–课中动手、解析土壤–课后探究、解密土壤”的递进式教学法,并设置土壤组成分析实验、土壤外部特征观察实验等多元课堂动手实验,教师通过引导学生观察、合作、探究,完成教学目标。将实验搬进课堂,可有效激发学生地理兴趣,提高课堂参与度和动手能力,提升学生地理实践力和学习效率。Taking the launch of the new curriculum standards and new textbooks as an opportunity, taking the compulsory one “Soil” in the new geography textbook of the People’s Education Press for high school as an example, this study explores the progressive teaching method of “preclass research, perception of soil-hands-on in class, analysis of soil-exploration after class, and decryption of soil”, and sets up multiple classroom hands-on experiments such as soil composition analysis experiments and soil external characteristics observation experiments. Teachers guide students to observe, cooperate, and explore to achieve teaching objectives. Moving experiments into the classroom can effectively stimulate students’ interest in geography, improve classroom participation and hands-on abilities, and enhance students’ practical and learning efficiency in geography.

关 键 词：教学设计 地理实验 土壤 

分 类 号：G63[文化科学—教育学]