研学旅行 连接高考与田野: 地理研学旅行 "四位一体"深度学习模式构建与实践.
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| Title: | 研学旅行 连接高考与田野: 地理研学旅行 "四位一体"深度学习模式构建与实践. |
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| Alternate Title: | Connecting College Entrance Examination with Fieldwork: Construction and Practice of the "Four-in-One" Deep Learning Model for Geography Study Tours. |
| Authors: | 翟杰鸿1, 崔 莹1 cuiying@syu.edu.cn, 孔令敏2, 王永胜3, 王 菲4 |
| Source: | Geography Teaching. 5/1/2026, Issue 9, p44-57. 8p. |
| Subject Terms: | *School field trips, *College entrance examinations, *Inquiry method (Teaching), *Test interpretation, *Evaluation methodology, *Curriculum planning, Professional competence |
| Abstract (English): | To address the prevalent problems of low efficiency, disconnection between"travel"and"learning", and superfi cial learning in geography study trips, and to eff ectively foster students’geographical key competences, this paper analyzes the geography exam questions of the Guangdong College Entrance Examination from 2021 to 2025, clarifi es the requirements for students’key competences and key abilities in geography, and introduces deep learning theory to construct a four-in-one deep learning model:"exam question analysis – context creation – inquiry practice – multi-dimensional evaluation". This model organically integrates the four core features of deep learning—active construction, critical thinking, knowledge transfer, and collaborative communication—into each link, forming a closed-loop system that promotes students’ shift from knowledge memorization to meaning construction. Based on this, a concrete study trip curriculum and evaluation system are designed with Huangshan–Xidi Village in Anhui as an example. Teaching practice proves that this model can eff ectively improve students’problem-solving abilities in complex situations, systematically cultivate their geographical key competences and key abilities, and features high feasibility and popularization value. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): | 为应对地理研学旅行中普遍存在的效率低下、"游""学"脱节及学习浅层化问题, 并切实推动学生地 理学科核心素养的落地, 本研究通过分析广东省 2021~2025 年高考地理试题, 明确地理学科对学生核心素养和关键能 力的要求, 引入深度学习理论构建"试题分析—情境创设—探究实践—多元评价"的四位一体深度学习模式。该模 式将深度学习的主动建构、批判性思维、知识迁移与协作交流四大特征有机融入各环节, 形成了一个闭环系统, 促 进学生从知识记忆向意义建构的跨越。在此基础上, 本研究以安徽黄山—西递村为例设计了具体研学课程及评价体 系。教学实践表明, 该模式能有效提升学生在复杂情境下的问题解决能力, 系统培养其地理学科核心素养与关键能 力, 具有高度的可行性与推广价值。 [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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