摘要
人文地理研究的最终结果,是要对所研究的人文地理现象做出合理的理论解释,这些理论解释来源于实践。实践教学是人文地理重要的教学环节。我们经过10余年的实践探索,构建了以"学生感知—学生提出研究课题—学生分组讨论制定研究方案—教师辅佐学生探究—动态测评"为框架的探究式教学模式。该模式的应用效果主要体现在明确的目标性使学生的学习更加主动积极;增强了学生的专业技能和多项能力;体现了教师和学生双主体的现代师生观;注重对学生学习过程的考核;提高和丰富了教师的理论与实践教学水平等方面。
The ultimate aim of human geography research is to make reasonable theoretical explanation to the studied human geography phenomena, and these theoretical explanations come from practice. Practical teaching is an important part in the teaching process of human geography. With the exploration and practice of more than ten years, we constructed an inquiry teaching model of ＂students perceive-students puting forward research projects-students discussing and making research programs-teachers assisting students＇ researches-dynamic assessment＂. The application effects of this model mainly reflect in its clear objective, it makes the students more proactive, enhances students＇ professional skills and multiple abilities, reflects the modern relationship between teachers and students, focuses to assess students＇ learning process, improves and enriches teachers＇ theoretical and practical teaching skills, and so on.
出处
《实验室研究与探索》
CAS
北大核心
2015年第11期197-200,共4页
Research and Exploration In Laboratory
基金
黑龙江省高等教育教学改革项目(JG2013010015)
齐齐哈尔大学教育科学研究项目(2014092)
关键词
探究模式
人文地理
实践教学
inquiry model
human geography
practical teaching
