3S技术在提升地理核心素养中的应用——以高中人文地理为例.pdf

摘 要 2017年我国印发的《普通高中地理课程标准 （2017版）》中规定，地理 核心素养由“人地协调观、综合思维、区域认知能力和地理实践力”四个方 面构成。如何在教学中落实并提升学生的核心素养，是当前地理教育从业者 和研究者必须重视的问题。在当前信息社会高速发展的大背景下，3S技术以 其独特的优势利于培养学生的核心素养，符合未来社会的发展。因此考虑将 3S技术引入中学课堂，从而提升学生地理核心素养有一定的研究价值。 本文以教育学理论为基础，通过问卷调查的方式了解南昌市地理课堂中 3S 3S 运用 技术的教学现状。通过对比分析传统教学与 技术教学在核心素养 3S 水平培养上的差异，论述 技术在提升地理核心素养的可行性和有效性。 研究方法与结果如下： 1 （）以“城市化”一节为例，设计核心素养水平划分标准。 2 3S （）设计传统教学和 技术教学，依据核心素养水平划分标准评价学 生的核心素养水平。 （3）比较传统教学和3S技术教学，得出运用小组实验活动以及3S技 术软件操作的3S技术教学设计，在提升学生的核心素养有一定的成效。 关键词：3S技术、地理核心素养、教学 I Abstract According to the geography curriculum standard of general high school (2017 edition)published in China in 2017,the core accomplishment ofgeography is composed of four aspects: human-land coordination view, comprehensive thinking, regional cognitive ability and geographical practice. How to implement and improve the students core qualities in teaching is a problem that the practitioners and researchers of geography education must pay attention to.In the context of the rapid development of the information society, 3S technology, with itsunique advantages, is conducive to the cultivation of students core literacy, in linewith the development ofthe future society.Therefore, it is of certain research value to consider the introduction of 3S technology into high school classrooms, soastoimprove studentscore quality ofgeography. Based on the pedagogical theory, this paper investigates the teaching situation of 3S technology in geography classes in Nanchang by means of questionnaire survey. By comparing and analyzing the differences between traditional teaching and 3Stechnology teaching in the cultivation of core literacy, this paper discusses the feasibility and effe