乡土地理资源融入教学的四维递进框架：建构逻辑与实践路径

A Four-Dimensional Progressive Framework for Integrating Local Geographical Resources into Teaching: Construction Logic and Practical Pathways

摘要: 核心素养导向下，中学地理教学需依托真实情境促进学生理解区域问题与形成价值判断。乡土资源具有地域性、生活性和实践性，是连接学生经验与地理知识、培育地理核心素养的重要载体。针对当前乡土资源应用中资源开发零散、课堂转化不足、素养指向不清等问题，本文提出“乡土案例情境化–社会调查实践化–问题探究活动化–数字资源融合化”的四维递进框架，阐释其由情境激活到素养生成的内在建构逻辑，并以南通区域联系教学为例，构建“情境建构–机制探究–结构建模–迁移反思”的课堂实践路径，以促进区域认知、综合思维、地理实践力与人地协调观的协同发展。

Abstract: Under the guidance of core competencies, middle school geography teaching needs to rely on authentic contexts to promote students’ understanding of regional issues and formation of value judgments. Local geographical resources, characterized by regionality, relevance to daily life, and practicality, serve as an important carrier for connecting students’ experiences with geographical knowledge and cultivating geographical core competencies. In response to problems in the application of local resources, such as fragmented resource development, insufficient classroom transformation, and unclear competency orientation, this paper proposes a four-dimensional progressive framework consisting of “contextualization of local cases - practicalization of social investigation - activity-based problem inquiry - integration of digital resources”. It further explains the internal construction logic from context activation to competency development. Taking the teaching of regional connections in Nantong as an example, this paper constructs a classroom practice pathway of “context construction - mechanism inquiry - structural modeling - transfer and reflection”, aiming to promote the coordinated development of regional cognition, comprehensive thinking, geographical practice ability, and the concept of human-environment coordination.