摘要
地理教师成为地理课程的研究者是新课程改革的突破口之一。从研究型地理教师的角度出发,提出了理论与实践相结合的方法与措施。地理课程的开发与教学设计的研究可以分为行为取向、认知取向和人格取向三个方向。地理课程与教学目标的基本取向有普遍性、生成性、表现性和行为等。地理课程内容与教学方法的选择需要从学科发展的角度出发,从社会生活的经验需求出发,从学习者的角度出发。
The geography teacher becomes the geography curriculum researcher is one of geography education reform successful breakthrough. From the point of view of research geography teachers, this paper puts forward the methods and measures of combining theory with practice. The development of geography curriculum and the research of teaching design can be divided into three directions： behavioral orientation, cognitive orientation and personality orientation. The basic orientation of geography curriculum and teaching objectives is universal, generative, expressive and behavior. The choice of geography course content and teaching method needs to proceed from the angle of subject development, from the experience demand of social life, from the angle of learner.
作者
祖敏
ZU Min(College of Resources and Environment, Anqing Normal University, Anqing, Anhui 24600)
出处
《科教导刊》
2018年第14期127-128,共2页
The Guide Of Science & Education
关键词
研究型地理教师
课程开发
教学设计
目标分析
方法选择
research geography teacher
curriculum development
instructional design
target analysis
method selection
