建构主义认为,学生在做的过程中获得知识留下的印象更深,与任何人为传授给你的东西相比,它的根在大脑里扎得更深。基于这种观点,我认为地理教学也可以通过创设情境,让学生亲自动手实践操作,边做边学。按照这种“做中学”的教学思路,我设计了“地球运动与气候”的教学,具体如下。一、联系生活引入课题让学生通过多媒体欣赏四季不同的景观,进而提出“为什么有四季变化”的疑问,创设教学情境,引导学生进入教学环节。因为思 Constructivism argues that students gain a deeper impression of acquiring knowledge as they do, and its roots get deeper into the brain than anything anyone can teach you. Based on this view, I think that geography teaching can also be done by creating situations and letting students practice hands-on activities. In accordance with this “do secondary ” teaching ideas, I designed “earth movement and climate ” teaching, as follows. First, the introduction of topics linked to life Students through the multimedia appreciation of the four seasons of different landscapes, and then put forward “Why there are seasons change ” questions, create teaching situations, and guide students into teaching. Because of thinking