基于乡土地理资源情境化教学的PKM模式探究

Research on the PKM Teaching Mode of Situation Teaching Based on Local Geographical Resources

摘要: 为践行新课标对学生核心素养培养的要求，文章探索了一种将乡土地理资源融入情境化教学的课堂设计模式(PKM)。在PKM模式中，P (Pre-lesson processing)是指课堂的前端处理阶段，K (Knowledge internalizing)是知识的内化阶段，M (Multi-facet evaluating)指综合评测阶段，共包含七个步骤，分别是课程内容分析、乡土地理资源开发、课程内容与乡土地理资源融合、基于乡土地理资源的真实情境构建、真实情境下的问题模块的提出、真实问题的探索与解决、多主体多角度的综合评测。教师通过在乡土地理资源构建的真实情境中设置问题模块实现对学生的知识内化，并结合全过程多主体的形式对学生的内化情况进行评测，完整呈现了从乡土地理资源的开发到课后评价的全生命周期，充分体现学生主体地位的同时避免了学生因为自由度过高而偏离课堂主题或超出课堂时间的现象。文章基于该模式对高中地理必修二(湘教版)“服务业区位因素”一节内容进行了课堂设计，分别在城镇与乡村两所中学开发校外的商业资源进行服务业区位因素教学，利用校外的商业资源构建情境，通过将校外服务业进行分类、描述校外服务业的分布、分析影响校外服务业分布的因素及分析影响服务业因素的变化四个问题模块实现对学生核心素养的培养，最后设置开放性问题对学生进行综合评测。

Abstract: To implement the requirements of the new curriculum standard for the cultivation of students’ core literacy, this paper explores a classroom design model (PKM) that integrates local geographical resources into situated teaching. In the PKM model, P refers to Pre-lesson Processing at the front-end stage of classroom teaching; K stands for Knowledge Internalization; and M denotes Multi-facet Evaluating. The model consists of seven procedural steps: curriculum content analysis, exploitation of local geographical resources, integration of curriculum content with local geographical resources, construction of real teaching situations based on local geographical resources, proposition of problem modules under real situations, exploration and solution of practical problems, and multi-subject and multi-dimensional comprehensive evaluation. By designing problem modules within real situations constructed from local geographical resources, teachers facilitate students’ knowledge internalization, and evaluate their internalization outcomes through whole-process and multi-subject assessment. This model fully covers the whole lifecycle from the exploitation of local geographical resources to post-class evaluation. It not only highlights students’ dominant position in learning, but also avoids problems such as deviation from classroom themes and overrun of class time caused by excessive learning freedom for students. Based on the above model, this paper conducts a classroom teaching design for the lesson “Location Factors of the Service Industry” in Compulsory Course II (Hunan Education Press Edition) of senior high school geography. Off-campus commercial resources are developed for the teaching of service industry location factors in both urban and rural middle schools to construct authentic teaching situations. Four problem modules—classifying off-campus service industries, describing their spatial distribution, analyzing factors influencing their distribution, and exploring the dynamic changes of such influencing factors—are adopted to cultivate students’ core literacy. Finally, open-ended questions are set up to carry out comprehensive evaluation on students’ learning performance.