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跨学科主题学习与研学旅行的深度融合:意义与路径
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作者 韩加强 尹卫霞 刘云 《湖南第一师范学院学报》 2024年第3期83-88,108,共7页
跨学科主题学习与研学旅行的深度融合是学生持续地开展学习实践的过程,是系统地建构知识体系的过程,是核心素养全面发展的过程。跨学科主题学习与研学旅行的深度融合需要创设一个由开放的“校内场域”和“校外场域”共同构成的、循环的... 跨学科主题学习与研学旅行的深度融合是学生持续地开展学习实践的过程,是系统地建构知识体系的过程,是核心素养全面发展的过程。跨学科主题学习与研学旅行的深度融合需要创设一个由开放的“校内场域”和“校外场域”共同构成的、循环的“学习—实践—反思”的学习场域,并从设计、实施和评价的全过程进行深度融合,形成稳定的、闭合的、持续的学习系统,实现“1+1>2”的育人效果。 展开更多
关键词 跨学科主题学习 研学旅行 核心素养 实践育人
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中学地理人地协调观核心素养培养途径探究——以“都江堰水利工程”为例
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作者 尹卫霞 苗湃林 王婧 《北京教育学院学报》 2023年第2期29-34,共6页
人地协调观作为中学地理的学科核心素养之一,包含“地对人的影响”“人对地的影响”和“人地和谐”三个要素。人地协调观的培养需要经过“感知人地协调观”“理解人地协调观”“运用人地协调观”的循环进阶。都江堰水利工程的修建背景... 人地协调观作为中学地理的学科核心素养之一,包含“地对人的影响”“人对地的影响”和“人地和谐”三个要素。人地协调观的培养需要经过“感知人地协调观”“理解人地协调观”“运用人地协调观”的循环进阶。都江堰水利工程的修建背景、对自然环境的改造及对自然条件和规律的利用体现了人地协调观的三个要素。以都江堰水利工程为例,中学地理人地协调观核心素养培养途径包括长时间尺度下对人地协调观的感知、完整情境下对人地协调观要素的整体理解、真实任务下对人地协调观的运用。 展开更多
关键词 中学地理 人地协调观 学科核心素养 都江堰水利工程
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Climate change regionalization in China(1961–2010) 被引量:27
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作者 SHI PeiJun SUN Shao +5 位作者 WANG Ming LI Ning WANG JingAi JIN YunYun GU XiaoTian yin weixia 《Science China Earth Sciences》 SCIE EI CAS 2014年第11期2676-2689,共14页
Since climatic condition is the important foundation for human subsistence and development and the key factor in sustainable development of economy and society, climate change has been a global issue attracting great ... Since climatic condition is the important foundation for human subsistence and development and the key factor in sustainable development of economy and society, climate change has been a global issue attracting great attentions of politicians, scientists, governments, and the public alike throughout the world. Existing climate regionalization in China aims to characterize the re gional differences in climate based on years of the mean value of different climate indexes. However, with the accelerating climate change nowadays, existing climate regionalization cannot represent the regional difference of climate change, nor can it reflect the disasters and environmental risks incurred from climate changes. This paper utilizes the tendency value and fluc tuation value of temperature and precipitation from 1961 to 2010 to identify the climate change quantitatively, and completes the climate change regionalization in China (1961-2010) with county administrative regionalization as the unit in combination with China's terrain feature. Level-I regionalization divides China's climate change (1961-2010) into five tendency zones based on the tendency of temperature and precipitation, which are respectively Northeast China-North China warm-dry trend zone, East China-Central China wet-warm trend zone, Southwest China-South China dry-warm trend zone, Southeast Ti- bet-Southwest China wet-warm trend zone, and Northwest China-Qinghai-Tibet Plateau warm-wet trend zone; level-lI region- alization refers to fourteen fluctuation regions based on level-I regionalization according to the fluctuation of temperature and precipitation. 展开更多
关键词 climate change REGIONALIZATION TEMPERATURE PRECIPITATION TENDENCY FLUCTUATION China
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