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过去的教学经历中,笔者常会错误地认为“必修3”教材味同鸡肋。随着教学经验的积累、学术交流活动的增多,以及阅读的相关书籍的增加,笔者对人教版“必修3”教材作用的认识也进一步加深。一、“必修3”是高中地理课标(部分)的具体解读教学一线专家们一直致力于课标的解读,对同一版本教材及不同版本同一课标进行“同课异构”是其中的主要形式。课堂中的“明线”多样,但“暗线”始终不变,即课标,“不能教教材,而要用教材教”成为一线地理工作者的共识。课标是教材编写的依据,教材是对课标的
In the past teaching experience, I often mistakenly believe that “Compulsory 3 ” textbooks taste tasteless. With the accumulation of teaching experience, the increase of academic exchange activities, and the increase of relevant books for reading, the author’s understanding of the role of the PEP “Compulsory 3” teaching material is further deepened. First, the “Compulsory 3 ” is a high school geography standard (part) of the specific interpretation of teaching Front-line experts have been committed to the interpretation of the standard, the same version of the textbook and different versions of the same subject One of the main forms. Class in the “bright line ” variety, but “dark line ” remains the same, that is, curriculum, “can not teach textbooks, and use textbooks to teach ” become the consensus of front-line geographers. Course standard is the basis for the preparation of textbooks, textbooks is the subject of the standard