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所举课堂范例教学实例为《交通运输网中的线、点复习》,主要涉及高中地理新教材(必修,下册)第七单元7.2～7.3节内容。具体做法及剖析如下;1.课前布置学生复习关于交通运输网中的线和点的基本知识。(评析:范例教学的课前准备)2.教师提供案例底图:一幅等高线地形图中有A、B两个地区(多媒体上展示)。同时,把该底图发给每一个学生,供教学活动中使用。(评析:教师提供范例,但范例可以逐步展开,不一定所有信息一步到位) 3.教师要求学生通过图中信息说出两地区的基本自然概况,并对比差异。如A处为平原地区,B处于山区;A处离海近,B处距海洋较远;A可能是个海港等等。(评析:锻炼学生的信息读取能力和对比分析能力)4.由学生讨论当地要不要建交通线?同意的请举手。(几乎所有同学都举手)(评析:问题简单,属于分析维度的第一级,主要在范例教学开始时活跃气氛,为后续问题作好铺垫。同时,若有个别同学有不同意见,可以听听他们出其不意的回答,如可能会从破坏生态平衡的角度回答,这也有利于培养学生的创造性思维。)5.教师请同学回答:为什么一定要兴建交通线路?(评
Examples of classroom examples cited for the “transport network in the line, point review,” mainly related to high school geography textbook (Compulsory, Volume II) Sections 7.2 to 7.3. The specific practices and analysis are as follows: 1. Pre-class layout of students to review the basic knowledge about the lines and points in the transport network. (Comment: Pre-lesson preparation for example teaching) 2. The teacher provides the case bottom map: There are A and B regions (shown on the multimedia) in a contour map. At the same time, the base map to each student for teaching activities. (Comment: teachers provide examples, but the examples can be gradually expanded, not necessarily all information in one step) 3. Teachers asked students to use the information in the picture to say the basic natural conditions of the two regions and to compare differences. If A is plain, B is in the mountains; A is near the sea, B is far away from the sea; A may be a harbor and so on. (Comment: exercise students ability to read the information and comparative analysis) 4 by the students to discuss whether to build local communication line? Agree to raise your hand. (Almost all of my classmates raise their hands.) (Comment: Simple questions, belonging to the first level of the analytic dimension, mainly in the active atmosphere of the beginning of the sample teaching, to pave the way for follow-up questions.At the same time, if some students have different opinions, you can listen Listen to their surprise response, such as from the point of view of undermining the ecological balance, which is also conducive to cultivating students’ creative thinking.) 5. Teacher asked students to answer: Why must build the transportation route?