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以研究学会阅读、学会思考的学法指导,来探索初一社会学科学习方法的指导。培养学生学会阅读能力,是从“借用竞赛、图片、地图、阅读材料,激发学生的阅读兴趣”和“组织互动教学,培养学生认读、解读能力”两个层面来形成。通过兴趣产生机制分析,“双主作用”对兴趣培养作用的理解,并结合日本的国土教学案例的实践来研究“借用竞赛、图片、地图、阅读材料,激发学生的阅读兴趣”的观点。通过互动教学对培养学生认读、解读能力的意义分析,以及结合日本的经济对外依赖性强教学案例的实践来初探“组织互动教学,培养学生认读、解读能力”的观点。从而说明了培养学生学会阅读的观点。培养学生思考能力,是以“创设情景,推崇批判思维,让学生学会质疑”和“营造安全性的教学环境、多采用质疑教学法和问题教学法,培养学生的解惑能力”两个层面来形成。通过对学习过程的认识,提出“创设情景,推崇批判思维”对学会质疑的作用,并运用《显著的季风气候》中的降水的空间和时间变化的教学案例实践说明它的合理性。结合安全保证的教学环境理论对培养学生解惑能力情感的作用分析,以及用省级行政区的轮廓特征教学案例来进一步证明;接着,通过对质疑教学法和问题教学法理解及它们对培养学生解惑能力的影响分析,再结合我国土地资源的基本特点教学案例来佐证。从而由培养质疑能力、培养解惑能力等两个层面说明了培养学生思考能力的观点。
To study how to learn to read and learn to think, to explore the guidance of the learning methods of the first day of the social sciences. Cultivating students’ ability to learn reading skills is based on two levels: borrowing contests, pictures, maps, reading materials, inspiring students’ interest in reading, and organizing interactive teaching, and cultivating students’ ability to read and interpret. Through the analysis of interest generation mechanism, “dual-acting” understanding of the role of interest culture, combined with the practice of Japan’s homeland teaching cases to study “borrowing contests, pictures, maps, reading materials, stimulate students’ interest in reading ” the opinion of. Through interactive teaching on the significance of cultivating students’ ability to read and interpret, as well as the combination of Japan’s practice of economic dependence on foreign teaching to explore “organization of interactive teaching, training students to read reading, reading ability ” point of view. This shows the perspective of training students to learn to read. Cultivating students’ thinking ability is based on creating “scenarios, respecting critical thinking, letting students learn to question” and “create a safe teaching environment, and using questioning and problem-based teaching methods to cultivate students’ abilities to interpret” Two levels to form. Through the understanding of the learning process, it proposes the role of “creating a scenario and advocating critical thinking” to question the society. It also explains the rationality of the teaching case of precipitation and the changes in time and space in “significant monsoon climate”. The analysis of the role of the teaching environment theory combined with security guarantees in cultivating students’ ambivalence and feelings, and the use of outline feature teaching cases in provincial administrative districts to further prove; then, through the understanding of questioning pedagogy and problem teaching methods and their solutions to student development The analysis of the impact of the ability to confuse, combined with the teaching case of the basic characteristics of China’s land resources. Therefore, the perspectives of cultivating students’ thinking ability are illustrated by the two aspects of cultivating questioning ability and cultivating ambiguity.