论文部分内容阅读
基于情境学习理论的生态化物理教学过程设计,以物理环境和社会环境为背景,从整体、平衡、和谐统一、联系、动态及开放的视角,组织安排教学系统中的各个要素,注重以真实问题或任务情境营造学生熟悉的学习环境,以多种方式组织学习活动.它要求教师根据课程总目标要求和学科知识特点来设计学习内容,均衡考虑和依托各类资源的支持,设计真实的问题或任务情境,进而展开与知识类型相符合的多样化学习活动;从认知、动作技能、情感和社会化四个维度制订学习目标并对学
In the background of physical environment and social environment, based on the situation learning theory, the design of teaching process of ecophysiological physics organizes all the elements of the teaching system from the perspectives of wholeness, balance, harmony, unity, connection, dynamics and openness, Or task situation to create a familiar learning environment for students to organize learning activities in a variety of ways.It requires teachers to design learning content according to the overall goal of the curriculum and the characteristics of subject knowledge, balanced consideration and relying on the support of various resources to design real problems or Task context, and then expand the types of knowledge consistent with the diversification of learning activities; from the cognitive, motor skills, emotional and social dimensions of four learning goals and learning