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建构主义的学习理论认为:学生是信息加工的主体、意义的主动建构者,而不是外部刺激的被动接受者和被灌输的对象。而高三地理一轮复习阶段的课堂教学的主要任务是:在教师设定的教学情境中,学生在原有知识经验的基础上,通过自主探究和合作探究的方式,自主建构起符合考试说明要求的知识框架,通过对案例和练习的分析解决发现其自身存在的知识缺陷,并通过与同学、教师的互动完善其知识体系。实施步骤包括:课前准备;教学过程:梳理知识,构建知识网络—“抛锚式”教学,突破重难点—导练结合,贵在落实。
Constructivism theory of learning that: students are the main processing of information, the active constructor of meaning, rather than the external stimulus passive recipients and being instilled objects. The main task of classroom teaching in the third year of high geography is as follows: In the teaching situation set by the teacher, based on the original knowledge and experience, the students independently construct and meet the requirements of the examination description by means of independent inquiry and cooperative inquiry Knowledge framework, through the analysis of cases and exercises to find its own existence of knowledge deficiencies, and through interaction with classmates, teachers improve their knowledge system. Implementation steps include: preparation before class; teaching process: combing knowledge, building knowledge network - “anchored ” teaching, breakthrough heavy and difficult points - guide combination, the implementation of your.