融合首要教学原理和案例教学法的初中地理教学设计——以“交通运输”为例

An Instructional Design Integrating the First Principles of Instruction and Case-Based Learning in Junior High School Geography—A Case Study of “Transportation”

摘要: 《义务教育地理课程标准（2022年版）》强调结合具体案例和相关资料组织学习，引导学生开展“认知–实践–深化认知”的地理实践活动。基于此，本文以“输出为本”教学范式为引领，融合首要教学原理与案例教学法，探索其在初中地理教学中的应用。首要教学原理按照“聚焦问题–激活旧知–示证新知–应用新知–融会贯通”的逻辑组织教学，案例教学法则为各环节提供情境、资料和探究任务。本文教学设计课例以人民教育出版社《义务教育教科书·地理 八年级上册》第四章第一节“交通运输”为例，选取蜀道案例，围绕交通运输方式及交通运输线分布等内容组织教学，并基于地理核心素养设计表现性评价量表，以期为首要教学原理与案例教学法在初中地理教学中的融合应用提供参考。

Abstract: The Geography Curriculum Standards for Compulsory Education (2022 Edition) emphasize organizing learning through specific cases and relevant materials and guiding students to engage in geographical practice activities following the sequence of “cognition-practice-deepened cognition”. On this basis, guided by the “output-based” teaching paradigm, this study integrates the First Principles of Instruction (FPI) with Case-Based Learning (CBL) and explores their application in junior high school geography teaching. The FPI organizes the teaching process according to the sequence of “problem-centered, activation, demonstration, application, and integration”, while CBL provides contexts, materials, and inquiry tasks for each stage. Taking Section 1 (named “Transportation”) in Chapter 4 of the Compulsory Education Textbook: Geography, Grade 8, Volume I published by People’s Education Press as an example, the instructional design uses the Shu Roads as a case, organizes learning around modes of transportation and the distribution of transportation routes, and develops a performance assessment rubric based on the core competencies in geography. This study aims to provide a reference for the integrated application of the FPI and CBL in junior high school geography teaching.