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第三章的“活动”共11组,其中思考类活动1组,占全章活动总数的9.1%;探究类活动8组,占全章活动总数的72.7%;实践类活动2组,占全章活动总数的18.2%。从各类活动所占比重来看,本章教材表现出探究类活动和实践类活动比重大的特点,探究类活动远远高于高中三册必修教材中同类活动的比重(55.4%),也高于“地理Ⅲ”同类活动的比重(66%);实践类活动稍高于高中三册必修教材同类活动的比重(13.5%),但大大高于“地理Ⅲ”同类活动的比重(8%)。由此可见,在学科能力要求的导向上,本章活动在强调探究性的同时,更加突出了对学生的实践能力的培养。一、本章“活动”总体设计思路上具有的特色1.培养收集、整理、加工、分析信息的能力,提高学生的信息素养应用现代地理科学发展的前沿科学——地理信息科学,来培养学生的地理信息素养,是新课程的重要目标。地理科学诸多关于自然地理、人文地理的要素,如资源、环境、人口、经济等都可以应用地理信息技术进行研究分析。为引导学生掌握好3S技术的主要功能及其在社会生产、生活中的具体应用,教材分别设置了相应的“活动”内容。例如,第一节中的实践活动“制作GIS专题简报”;第二节中的活
Chapter III of the “activities” a total of 11 groups, of which think about a group of activities, accounting for 9.1% of the total chapter activities; inquiry group activities 8, accounting for 72.7% of the total chapter activities; practice group 2, Accounting for 18.2% of the total number of chapter activities. In terms of the proportions of all kinds of activities, the materials in this chapter show the proportion of inquiry-type activities and practice-type activities, and the inquiry-type activities are far higher than the proportion of similar activities in three volumes of high school (55.4%), (66%) of the similar activities in Geography III; the activity of practice is a little higher than that of the compulsory textbooks of three kinds in high school (13.5%), but much higher than that of Geography III (8%). Thus, in the direction of discipline ability requirements, this chapter activities while emphasizing exploration, but also more emphasis on the cultivation of students’ practical ability. First, the chapter “activities ” the overall design of the characteristics of the train of thought 1. Cultivate the ability to collect, organize, process and analyze information to improve students’ information literacy Application of advanced science in the development of modern geography Science - Geoinformatics, to cultivate Students’ geographic information literacy is an important goal of the new curriculum. Geography Many aspects of the physical geography, human geography elements, such as resources, environment, population, economy and so on can apply geographic information technology for research and analysis. In order to guide students to master the main function of 3S technology and its specific application in social production and life, teaching materials are set up corresponding “activities” content. For example, the practical activities in Section 1, “Making a GIS Special Briefing,” and the activities in Section II