我院地理基础教育研究中心团队在核心期刊发表系列学术成果

题目：我院地理基础教育研究中心团队在核心期刊发表系列学术成果

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我院地理基础教育研究中心团队在核心期刊

发表系列学术成果

Member of Geographic Basic Education Research Center have published a series of papers in several national flagship journals for basic education

2024年以来，华南师范大学地理基础教育研究中心（以下简称“中心”）团队成员分别在《课程·教材·教法》《天津师范大学学报（基础教育版）》《地理教学》和《中学地理教学参考》等核心期刊发表系列学术论文，展现了中心在地理空间视角培育、学科核心素养德育实践、地理考试评价以及地理学科关键能力阐释等方面研究的最新成果。

中心主任袁孝亭教授和中心秘书长蒋连飞博士在《天津师范大学学报（基础教育版）》2025年第1期合作发表题为“空间位置关系视角认识世界的教学关键点”的研究论文。如何引导学生从空间位置关系视角思考和解决地理问题？教学中需要把握哪些关键点？这些都是培养学生地理核心素养特别是区域认知素养的基本教学问题。论文围绕这些问题开展了针对性研究。论文从学理上梳理了空间位置关系视角培养的逻辑理路，系统总结了描述与分析地理位置的教学关键点。对于如何描述位置，论文论证了选择合适的参照物并描述一个区域或地方与选定的参照物之间的空间关系的教学要领。对于如何依据位置分析推理，论文提出了要把握分析、推理地理位置与物质、能量、信息、人口等空间交流的关联性，从位置关系出发“解释地球上各种事物的分布和模式”和从位置关系出发“理解本地、区域、国家和全球的相互依存关系”三个重点方向。这些都是带有基础性、基本性特点的研究，具有重要的理论价值与实践指导意义。

袁孝亭教授同时在《中学地理教学参考》2024年第10期发表题为“2000年以来高考地理试题的‘情境’评析”的研究论文。论文的主要贡献在于：提出了评价高考地理试题情境优劣的四条标准，依据该标准系统分析了2000年以来试题情境的优点与存在的突出问题，系统分析了2000年以来高考试题情境服务于地理关键能力、地理视角、核心价值塑造与引领等考查的基本状况。论文发表后，引发地理教育界广泛关注与讨论。

中心执行主任郭程轩副教授在《课程·教材·教法》2025年第1期发表题为“学科核心素养德育维度的实践审视及路径重构”的研究论文。针对当前核心素养培育过程中常见的用单一智育路径代替德育路径的实践误区，论文提出了核心素养整体落地的几个关键问题：“知识的情境性运用和问题解决”就是素养培育的全部吗？学科教学应如何探明德育素养的形成机制？如何在培育关键能力的基础上重构出核心素养的德育之路？围绕上述问题，论文结合学科教学实践进行了针对性研究。论文从解析“核心素养”的情境教学路径入手，初步理清了情境的理性分析、知识的理性运用与学生情感、价值观以及道德品质生成的心理认知差异，从而明确了“知识的情境性运用和问题解决”在学科整体育人上的局限性，以启发学科教师走出情境教学的认识误区。对于学科德育素养的形成机制问题，论文从学生与知识、情境的情感关联与互动等角度阐释了学科德育素养生成的心理与认知基础，将智育素养和德育素养的生成路径视为一个相互耦合的过程。在此基础上，论文针对性地提出了学科知识道德内涵挖掘、多元情境创设以及学习情感关联互动等实践路径，为重构核心素养的德育之路，促进核心素养整体落地提供了实施依据。论文在落实学科整体育人目标上进行了有价值的探索，也为学科教学实践提供了相对完整的路径参考。

中心副主任曾玮教授团队在《地理教学》2024年第19期发表题为“文综地理全国卷对地理思维能力测评的研究”的研究论文。地理思维能力是高考文综地理全国卷的主要考查内容。地理思维能力的内涵和构成是什么？高考地理试题从哪些维度对地理思维能力进行测评？如何进行测评？这些都是教育改革背景下高考试题研究的重要问题。论文围绕这些问题，运用文献研究法、文本分析法等方法展开研究。论文界定了地理思维能力的概念及具体构成，指出地理思维能力包括地理形象思维能力、地理空间思维能力、地理综合思维能力、地理逻辑思维能力、地理批判性思维能力和地理创新思维能力。论文指出，地理高考通过学生在答题中的具体表现，测评学生的地理思维能力水平。论文确定了四个基于地理思维能力测评的地理试题分析维度，包括情境类型、设问内容、时空尺度和格局与过程耦合，并结合文综地理全国卷的典型试题案例，呈现高考地理试题对地理思维能力的测评情况。论文充分挖掘地理高考试题对地理思维能力的测评逻辑，为教学改革和人才选拔提供理论支撑。

曾玮教授团队同时在《地理教学》2024年第22期发表题为“高中地理学科关键能力：筛选、阐释与特征”的研究论文。地理学科关键能力是什么？包括哪些类型？具有哪些特征？这些都是在研究高中地理学科关键能力时需要关注的问题。论文采用编码的方法和文献分析法，对高中地理学科关键能力的内容进行筛选，确定了高中地理学科关键能力主要包括地理空间思维能力、地理问题解决能力、地理实践能力、地理创新能力和地理元认知能力五类，并对其内涵进行阐释，进而分析得出地理学科关键能力具有学科性、关联性、持久性与关键性等特征。论文完善了关于地理学科关键能力的理论研究，对地理学科核心素养的培养具有重要意义。

曾玮教授团队还在《课程教学研究》2024年第10期发表题为“高中学生发展关键能力评价指标体系建构”的研究论文。论文界定了高中学生关键能力的概念和组成因素，提出高中学生发展关键能力包括学习反思、语言表达、数理思维、创新创造、实践操作、问题解决、信息技术和团队协作八个基本能力，并建构了包括8个一级指标、26个二级指标和84个三级指标的高中学生发展关键能力评价体系，为高中学生发展关键能力的测量和发展提供理论支持，为今后相关测量工具开发和课程发展提供实证依据，具有重要的理论价值和实践意义。

华南师范大学地理基础教育研究中心自2021年成立以来，不断在地理基础教育研究领域寻找新方向，探索新课题。上述成果是本中心继袁孝亭教授和蒋连飞博士在《课程·教材·教法》2023年第8期发表研究成果之后再次取得的新进展。未来，中心将进一步结合国内外基础教育研究新理念、新进展，紧密围绕地理学科教育教学的理论与实践范式以及学科核心素养培育等方面做深入探索。

《课程·教材·教法》由人民教育出版社主办，是全国中文核心期刊、全国教育类核心期刊、中国人文社会科学核心期刊、CSSCI来源期刊、首批国家社科基金资助期刊、第二届中国出版政府奖期刊奖提名奖期刊。

《天津师范大学学报（基础教育版）》由天津师范大学主管、主办，全国中心核心期刊、CSSCI扩展版来源期刊、中国人文社会科学期刊AMI综合评价（A刊）核心期刊。

《地理教学》是由中华人民共和国教育部主管、华东师范大学主办的学术期刊，是中国教育学会地理教学专业委员会会刊。多次入选“北京大学《中文核心期刊要目总览》来源期刊”。

《中学地理教学参考》是国家教育部主管、陕西师范大学主办的地理教育类期刊，多次入选“北京大学《中文核心期刊要目总览》来源期刊”。

Key Teaching Points for Understanding the World from the Perspective of Spatial Positional Relationships

Abstract:The perspective of spatial position relationship, spatial pattern, spatial relationship, and spatial dynamic evolution together reflects the main aspects of spatial perspective. Accurately understanding the perspective and manifestation of spatial position relationships is the foundation and prerequisite for clarifying the direction of cultivation. Describing location, analyzing and reasoning based on location are two key teaching points in the cultivation of the "spatial position relationship perspective". There are two ways to describe a location: selecting a suitable reference point and describing the spatial relationship between an area or place and the selected reference point. There are three key directions based on location analysis reasoning, which is necessary to grasp the correlation between geographical location and spatial communication such as matter, energy, information and population. Starting from location relationships, "explaining the distribution and patterns of various things on Earth" and "understanding the interdependence of local, regional, national, and global relationships". At the same time, attention should be paid to designing geographical problems based on spatial location relationships as the starting point of thinking, using this as a " platform" and basis to guide students to start the analysis and reasoning process from the perspective of location relationships.

Key words:spatial perspective;from the perspective of spatial position relationship; geographical location;teaching key points

An Analysis of the "Context" of Geography Test Questions in College Entrance Examination Since 2000

Abstract:The test context is the support and "platform" of ability testing, and most of the test questions rely on the real context. Starting from the characteristics of geography, "good" geography test context can better serve the invocation of geographical principles and laws, better serve the examination of key abilities of geography, better serve the examination of the ability to analyze and solve problems from the perspective of geography, and better serve the shaping and leading of core values. Taking this as the standard and combining with the typical test questions, this paper analyzes the "context" of the geography test questions in the college entrance examination since 2000.

Key words:college entrance examination; geography test questions; situation

The Examination and Reconstruction of the Practical Path of the Moral education Dimension core Competency of the Subjects

Abstract:The“both virtue and talent”or“excellent in character and learning”provide us with double vision of moral education and intellectual education to understand the core competency of the subjects. At present, the practical path of the intellectual education dimension and the key ability-oriented core competency of the subjects has been highly recognized by the academic community and has a high degree of consensus. But the moral education dimension core competency of the subjects face the dilemma of“existing” in cognition and“missing”in practice. It is attributed to the practical misunderstanding of the moral education dimension core competency caused by the narrow path of the intellectual education dimension core competency of the subjects which has existed for a long time in the teaching process. The practice of the moral education dimension core competency of the subjects should be based on the emotional interaction between students and knowledge and context. The practice path of the moral education dimension core competency of the subjects should be reconstructed through the excavation of the moral connotation of subject knowledge, the creation of multiple contexts in the teaching process and the emotional interaction in the learning process of students in the teaching process, which helps to promote the realization of the overall educational value of the core competency of the subjects. 

Key words:the core competency of the subjects；moral education；the intellectual education dimension core competency；the moral education dimension core competency

Key Ability of Geography in High School: Screening, Interpretation and Characteristics

Abstract: The key ability of geography in high school is a concept that occupies the central position of high school geography and has the power of controlling and widely explaining. In this study, the key ability of geography is selected by the method of compilation and literature analysis, and its connotation is explained and its characteristics are analyzed. It is found that the key abilities of high school geography include geospatial thinking ability, geographical problem solving ability, geographical practice ability, geographical innovation ability and geographical metacognitive ability. The key ability of geography has the characteristics of discipline, relevance, persistence and linkage.

Key words: high school geography; key ability; geography; key competence

Construction of Evaluation Index System for High School Students' Development of Key Abilities

Abstract: Key abilities are crucial for high school students to effectively deal with complex challenges in the real world and for their future development. Understanding their concepts, components, and evaluation indicators holds significant theoretical value and practical significance. This study aims to construct and validate an indicator system for evaluating the development of key abilities in high school students. The "process-target" structural method is adopted for the design of the indicator system, and expert opinions are collected through a questionnaire survey. Firstly, based on three perspectives of core literacy, curriculum standards, and assessment frameworks, it is found that key abilities include eight basic abilities: learning reflection, language expression, mathematical and logical thinking, innovation and creation, practical operation, problem-solving, information technology, and teamwork. Secondly, through a round of Delphi questionnaire, 11 experts reached a consensus on the concepts, components, and assessment framework of key abilities. Finally, an evaluation system for the development of key abilities in high school students is formed, including 8 first-level indicators, 26 second-level indicators, and 84 third-level indicators. The results show that this indicator system is scientific and usable, providing support for the measurement and development of key abilities in high school students.

Key words: high school students; key abilities; evaluation index system

Research on the Assessment of Geographical Thinking Ability in the National College Entrance Examination's Liberal Arts Comprehensive Geography Paper

Abstract: Thinking is the cognitive activity of the human brain towards the objective world, and geographic thinking ability has always been a primary focus of the National College Entrance Examination's Liberal Arts Comprehensive Geography Paper. The geographic thinking abilities assessed in this exam include geographic imagery thinking, geographic spatial thinking, geographic comprehensive thinking, geographic logical thinking, geographic critical thinking, and geographic innovative thinking. The geography exam questions in the college entrance examination reflect the assessment of geographic thinking abilities in terms of situational types, questioning content, temporal and spatial scales, and the coupling of patterns and processes.

Key words: college entrance examination; liberal arts comprehensive geography; national paper; geographic thinking ability