基于CiteSpace的中学地理生活化研究热点及其趋势

Research Hotspots and Trends of Life-Oriented Middle School Geography Based on CiteSpace

摘要: 随着我国教育改革的不断推进和新课标的全面实施，生活化教学成为地理学科落实育人目标的重要方法。为分析我国中学地理生活化教学的研究动态，本文运用CiteSpace 6.3 R1软件，对2003~2024年中国知网数据库的1172篇文献进行可视化分析。研究发现：(1) 发文量存在渐进期、爆发期和回落期三个阶段，与新课标的实施、核心素养的提出等教育改革密切相关；研究作者整体独立，参与度高，但仅少部分合作，合作关系为同地区；师范院校在中学地理生活化教学研究中起到带头作用，跨机构合作不足。(2) 研究热点早期聚焦于初高中地理教学策略，并逐步向核心素养的培养延伸。未来研究需通过构建合作平台，破解学术孤岛化困境；深化素养培养，关注学生生活实际；并借鉴国际教育经验，丰富教学策略，从而推动地理教育真正实现“从生活出发，回归生活应用”的目标。

Abstract: With the continuous advancement of China’s education reform and the full implementation of the new curriculum standards, life-oriented teaching has become an important method for the geography discipline to achieve its educational goals. To analyze the research trends of life-oriented teaching in middle school geography in China, this paper uses CiteSpace 6.3 R1 software to conduct a visual analysis of 1172 papers from the China National Knowledge Infrastructure (CNKI) database from 2003 to 2024. The research findings are as follows: (1) The number of published papers has gone through three stages: a gradual period, an explosion period, and a decline period, which are closely related to educational reforms such as the implementation of the new curriculum standards and the proposal of core competencies. The researchers are generally independent and highly engaged, but only a small number of them cooperate, and the cooperation relationships are mainly within the same region. Normal universities play a leading role in the research on life-oriented teaching in middle school geography, but there is a lack of cross-institutional cooperation. (2) In the early stage, the research hotspots focused on teaching strategies for junior and senior high school geography, and gradually extended to the cultivation of core competencies. Future research needs to break the dilemma of academic isolation by building cooperation platforms; deepen the cultivation of competencies and pay attention to students’ real-life situations; and draw on international educational experiences to enrich teaching strategies, so as to promote geography education to truly achieve the goal of “starting from life and returning to life applications”.