基于学科基地建设的高中地理教师素养提升策略思考

近年来,各普通高中都开始着手研究并建设学科基地,很多学校都将提高教学质量与提升高考成绩作为学科基地建设的目标。在教学改革提速环境下,高中地理教师须改变视角,将提升教师素养以及发展专业作为学科基地建设的目标,要科学建设学科基地,让学科基地成为教师提升素养的载体。本文将针对“基于学科基地建设的高中地理教师素养提升策略”展开探讨,分析并阐述了在学科基地建设中提升高中地理教师素养的策略,以供参考。

与学生核心素养对称:地理教师素养出现的新转变

培养学生发展核心素养的任务主要落在教师身上,教师素养和学生发展核心素养相对称才能满足教学所需,因此地理教师素养应有所转变。教育观念方面:以培养健康人格作为根本,把合作作为促进教学的助推器,做学生个性化成长的教练;知识方面:知识体系从单一学科到跨学科,知识内容生活情境化;能力结构方面:活动策划组织与实践能力、学生思维表现评价能力、终身学习能力的重要性越来越凸显。

地理教师核心素养构成要素探析——基于对10位优秀地理教师的深度访谈

采用半结构式访谈法,对10位优秀地理教师进行深度访谈,以探求他们眼中地理教师核心素养的构成要素。通过调查发现,地理教师核心素养由师德素养、地理素养、教学素养和发展素养构成。师德素养包括师德规范和教育情怀;地理素养包括地理知识、地理能力、地理思想、地理方法和地理情感;教学素养包括教学知识、教学能力和教学理念;发展素养包括学会学习和反思研究。地理教师有必要重视地理教师核心素养构成要素中的学科独有成分,发挥地理教师核心素养体系的整体功能并形成合力,发挥地理教师核心素养在专业发展中的重要作用。

基于地理教师素养提升的教学反思实践研究

当前,教师专业发展的理念和实践范式已从外控式转变为内驱式,教学反思可以助推教师教学认知发展、提升教师教育实践能力。文章结合相关教学反思案例,探讨了教学反思的内涵,分析了教学反思的重要意义,并对教师教学反思素养的提升提出了建议,能够指导教师的专业发展。

中学地理教师“课程思政”素养调查及提升策略

课程思政要求地理教师提升挖掘并运用地理课程思政元素的能力和素养。本文从进行课程思政的价值知觉、难度知觉、自我效能及行为意向四个维度对广东省中学地理教师进行问卷调查,分析当前中学地理教师课程思政素养的现状。结果显示:教师对于课程思政的价值感知较高,对实践课程思政持较为积极的态度,但也认为进行课程思政存在一定难度;教师进行课程思政的行为意向与价值知觉、自我效能呈正相关,而与难度知觉呈负相关;年龄、专业以及所任教学校升学率不同的中学地理教师课程思政素养存在一定差异。同时,基于调查结果分析其影响因素并提出提高中学地理教师“课程思政”素养的策略。

Disaster Prevention Literacy among School Administrators and Teachers： A Study on the Plan for Disaster Prevention and Campus Network Deployment and Experiment in Taiwan

Taiwan is located at the high-risk region of natural disasters with the frequently occurred earthquakes. The importance of the disaster prevention education on campus is made even more obvious by the fact that natural disasters often occur during the school days. Given the leading roles the school administrators and teachers playing in the disaster prevention education of their pupils, this study purposed to investigate how disaster prevention literacy was among them and how disaster prevention literacy differed across various background variables of them. Furthermore, the current study also examined if disaster prevention literacy changed by participation in the disaster prevention education program. The results suggested that, among three dimensions of disaster prevention literacy （i.e., knowledge, attitude, ＆ skills） the participants were highest on disaster prevention skills and lowest on disaster prevention knowledge. Additionally, three dimensions of disaster prevention literacy of the participants differed by school level, age, years of service, personal disaster experience, and school disaster-stricken status. The participation in the disaster prevention education program was also related to participants＇ disaster prevention literacy. The implications of the above findings were discussed and the recommendations were also made for future disaster prevention education programs and research.