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学习是一个探究新知的建构过程,是学习者运用个人经验或先前的认知结构对外界信息有选择性地知觉的过程。由于学习者的个体差异、生活环境差异等等,导致了建构过程的多元化、个性化、复杂化特征,这使得教师在教学过程中要融合多种形式,整合各种教学资源,灵活创设教学情境,并引导学生主动参与课堂教学互动,启发学生的探究兴趣,营造便于学生个性发展的课堂教学环境,这便是建构式生态课堂的立说之本。
Learning is a process of exploring the construction of new knowledge and is the process by which learners selectively perceive external information by using their own experience or previous cognitive structure. Due to individual differences of learners, differences in living environment and so on, resulting in the diversification, individualization and complication of the construction process, teachers should integrate various forms of teaching in the teaching process, integrate various teaching resources and create teaching flexibly Situation, and guide students to take the initiative to participate in classroom teaching interaction, inspire students ’interest in exploring and create a classroom teaching environment conducive to the development of students’ personalities. This is the basis of constructive eco-classroom.