本文研究高中生人文地理调查中野外观察能力的阶梯式引导方法，为地理野外调查活动开展提供参考。随着地理核心素养的提出，高中生地理实践力的培养成为研究重点之一，野外考察、社会调查、研学旅行等实践活动逐渐进入地理课堂，探究高中生野外观察能力的阶梯式引导方法，可以为地理野外实践活动的有效开展提供重要指导，丰富高中生地理实践力培养的理论体系。阶梯式引导方法的难点是确定学生能力的难度阶梯，以往多对实地调查能力做分类，如数据收集、记录、分析能力、地理学习兴趣、人地关系理解能力等。本研究结合实例探索了能力阶梯表，并通过实际应用，找到了上课学生群体的认知基础，从而调整了阶梯引导的步骤。

第一部分为绪论和理论依据，介绍了研究背景、意义、国内外研究现状、研究思路和方法。提出研究的学术探索要点是，建构主义和情境认知的理论，结合户外考察，探究中学地理学野外能力的阶梯式引导方法。

第二部分为确定教学对象认知建构的基础。通过问卷调查和访谈了解地理教师培养学生野外观察能力的现状及贵阳市高中地理野外实践活动开展情况，并发放学生问卷，统计分析高中生地理实践活动参与及野外观察能力现状，并以之作为阶梯式引导的基础。

第三部分为阶梯式引导方法设计、实施和修正。以贵阳市青岩古镇作为实地调查区域，教师通过教学目标分析、情境创设、信息资源设计、自主学习设计、协作学习环境设计、学习效果评价的过程引导学生掌握室内和野外的多渠道数据收集方法、野外观察记录的多种手段及数据的多要素综合分析。总结高中生野外观察能力的阶梯式引导方法，为以后的人文地理调查活动实施提供参考。

This paper studies the stepwise guiding method of high school students’ field observation ability in human geography survey, to provide reference for carrying out geographical field survey. With the proposal of the core quality of geography, the cultivation of high school students’ practical ability in geography has become one of research focuses. Field trips, social surveys, research trips and other practical activities have gradually entered the geography class. Exploring the stepwise guiding method of high school students’ field observation ability can provide significant guidance for the effective development of the geographic field practice and enrich the theoretical system of developing the operative ability in geography. The difficulty of the stepwise guiding method is to determine the difficulty step of students’ ability. In the past, field investigation ability was mostly classified, such as data collection, record, analysis ability, geography learning interest, understanding ability of human and land relations, etc. This study explores the ladder table of ability with examples, finds the cognitive basis of the students through practical application, so as to adjust the steps of ladder guidance.

The first part is the introduction and theoretical basis, which introduces the research background, significance, research status at home and abroad, research ideas and methods. The main points of academic exploration are: the theory of constructivism and situational cognition, combined with outdoor investigation to explore the stepwise guiding method of geography field ability in high school.

The second part is to determine the basis of the cognitive construction of teaching objects. Through questionnaire surveys and interviews to understand the current situation of geography teachers’ training of students’ field observation ability and the development of high school geography field practical activities in Guiyang. Send questionnaires to students, statistical analysis of high school students’ participation in geography practical activities and the status of field observation ability, take it as the foundation of the stepwise guidance.

The third part is the design, implementation and modification of the stepwise guiding method. Taking Qingyan ancient town in Guiyang as the field survey area, through the process of teaching goal analysis, situation creation, information resource design, independent learning design, collaborative learning environment design and learning effect evaluation, teachers guide students to master the indoor and outdoor multi-channel data collection methods, multiple means of field observation and recording, multi-factor comprehensive analysis of data. This paper summarizes the stepwise guiding method of high school students’ field observation ability, which provides reference for the implementation of human geography investigation activities in the future.