论文部分内容阅读
初中地理传统教学中,教师就知识讲知识,学生就知识学知识,学生无法建立知识之间的联系,难以构建知识体系,实现举一反三,触类旁通。于是常出现这样的现象:教师一讲就会,学生一做就错。其原因在于忽略了知识之间的联系和整体性,忽视了教学过程的生本化改造和教学方法的再造。要让地理知识成为有机的整体,提高地理课程的教学效益,就要从教材的整合、教学过程的优化和教学方法再造着手,即地理课程重构。
In junior middle school geography traditional teaching, teachers tell knowledge about knowledge, knowledge about knowledge about students, students can not establish the connection between knowledge, it is difficult to build a knowledge system, to achieve from top to bottom, by analogy. So often there is such a phenomenon: a teacher will speak, students do wrong. The reason is that ignoring the links between knowledge and integrity, ignoring the teaching process of the transformation of the cost-effective and re-teaching methods. To make geography knowledge as an organic whole and improve the teaching benefit of geography course, we should start from the integration of teaching materials, the optimization of teaching process and the reconstruction of teaching method, that is, the rebuilding of geography course.