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人脑的短时记忆(在头脑中保持2分钟以内的记忆)中,记忆数字和人名等片段信息时,每次记忆的容量为5~9(7±2)个。高中地理教学课时非常有限,地理教师要在有限的课时安排内教给学生知识,并在地理课堂内就实现教师教学的有效性,即实现课堂上的短时记忆,这与课堂内容的组块化密切相关,跟教师教学行为中教学内容的有效性处理紧密相关[1],即将无限的知识整合成有限的熟悉的刺激独立体组块化。基于此,本文着力于高中人文地理的教学难点和高考热点——工业区位因素的组块化,来呈现课堂教学中对短时记忆局限性的克服,以达到有效的地理教学。本文通过对人教版教材进行整合分析,发现其存在知识点的偏漏,不全面等问题,而后有又对使用情况较好的另外两个版本教材(包括湘教版、中图版)进行分析,发现各个版本组块化的元素存在缺漏、重复、指意—表述不一致等方面的问题,根据这些问题对工业区位因素进行分析、处理、整合、重新组块化。对工业区位因素作了极限数值处理整合,并在高考解题中对组块化后的工业区位因素进行应用展现,以求体现组块化后的应用效果。
Short-term memory of the human brain (memory within 2 minutes in the mind), memory of numbers and names and other pieces of information, each memory capacity of 5 to 9 (7 ± 2). High school geography teaching hours is very limited, geography teachers in a limited time arrangement to teach students knowledge and geography classroom to achieve the effectiveness of teacher teaching, that is, to achieve short-term memory in the classroom, which is consistent with the contents of the block It is closely related to the validity of teaching content in teachers' teaching behaviors, which is to integrate the infinite knowledge into a limited number of familiar stimuli to form an independent body. Based on this, this article focuses on the difficult teaching of human geography in high school and hot spot of college entrance examination - the agglomeration of industrial location factors, to show the limitations of short-term memory in classroom teaching to achieve effective geography teaching. Through the integration and analysis of PEP textbooks, we find some problems such as omission and incompleteness of knowledge points, and then analyze the other two versions of textbooks (including HJP version and Chinese version) It is found that there are some omissions, repetitions, inconsistencies and other inconsistencies in the elements of each version of chunking. According to these problems, the industrial location factors are analyzed, processed, integrated and reorganized. The limit factors of industrial location have been integrated into the limit value processing, and applied in the college entrance examination problem solving after the block industrialization in order to reflect the application effect after the block.