论文部分内容阅读
新课改对课堂教学提出了新的要求,但是传统的偏重预设性的教学模式仍然占据主导地位,对生成性认知仅仅停留在表面。本文首先对预设和生成的理论基础和影响因素进行了分析,并研究了预设与生成的关系,就二者关系在地理课堂教学中的特点进行了分析;在此基础上,对地理教学中预设与生成关系的教学策略进行研究。以期为地理课堂教学的效率和教学质量的提高提供参考和借鉴。
The new curricula put forward new requirements for classroom teaching, but the traditional pre-emptive teaching mode still occupies a dominant position, and the formation cognition only stays on the surface. In this paper, the theoretical foundation and influencing factors of presupposition and generation are analyzed firstly, and the relationship between presupposition and generation is analyzed, and the characteristics of the relationship between the two in geography classroom teaching are analyzed. On this basis, In the presupposition and the generation of teaching strategies to study. With a view to providing reference and reference for the efficiency of geography classroom teaching and improvement of teaching quality.