论文部分内容阅读
在中学历史课堂教学中,运用元认知学习策略对于培养学生元认知水平,指导学生学会学习,掌握学习方法,起到重要的作用。笔者在日常教学实践中注重指导学生学会自主学习及自我评价,注意引导学生从不同视角、用不同方法,去认识丰富多彩的历史现象,破解复杂深邃的历史问题。今天就以一节地市级公开课,同各位同仁共同探讨,以期抛砖引玉。一、以学生为中心,强调学生对知识主动探索、主动发现和对所学知识意义的主动建构,让学生成为自己知识结构的精心设计师,促进其学会学习、善于认知。学生根据自己的认知水平,选择或修正学习策略,使自己尽快达到学会学习的目的。教师给学生做示范,将自己在学与教探究过程中所运用的策略和行为,尽可能清晰地展示出来,让学生通过观摩,在获取认知的同时,也获取认知的思维方法和过程。
In middle school history classroom teaching, the use of metacognitive learning strategies plays an important role in cultivating students’ level of metacognition, guiding students to learn and master learning methods. In the daily teaching practice, the author pays great attention to guiding students to learn to study independently and self-evaluation. Attention should be given to guiding students to use different methods to understand the rich and colorful historical phenomena and to solve complicated and profound historical problems from different perspectives. Today, a section of municipal open class, with my colleagues to discuss, with a view to start a discussion. First, the students as the center, emphasizing students take the initiative to explore the knowledge, take the initiative to discover and take the initiative to construct the meaning of the knowledge so that students become well-designed designer of their own knowledge structure to promote their learning to learn, good at cognition. Students according to their own cognitive level, choose or modify learning strategies, so that they learn to learn as soon as possible. Teachers demonstrate their students and show their strategies and behaviors in the process of learning and teaching as clearly as possible so that students can acquire cognitive methods and processes as well as acquire knowledge through observation.