地理问题式教学的设计与实施探析

Design and Implementation of Problem-Based Teaching in Geography

新课标倡导尝试地理问题式教学,但目前在教学中部分教师对地理问题式教学认识模糊,在教学设计和实施中存在困惑。地理问题式教学的价值诉求体现在对学科知识、学科价值、学科方法和师生关系的认识四个方面。基于Gick等人构建的解决问题模型,从地理问题式教学设计的一般操作程序出发,结合实例对创设地理情境、设计地理问题、推动课堂问题解决、展示总结评价环节进行分析,并给出相关建议。

The New Curriculum Standard advocates trying problem-based teaching in geography.At the moment,some teachers have a vague understanding of this teaching mode,so they are confused in teaching design and implementation.The value demand of problem-based teaching in geography is embodied in four cognitive aspects:subject knowledge,subject value,subject method and teacher-student relationship.Based on the problem solving model constructed by Gick et al.,this paper starts from the general operating procedures of designing problem-based teaching in geography,and analyzes the links of creating geographical situation,designing geographical problems,solving the classroom problems,and summarizing and evaluating the teaching with examples to give relevant suggestions to the problem-based teaching in geography.