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随着新课程改革的不断深入,各种涵括新的心理学理论、新的教学价值观以及新的教学方法观的生物教学策略层出不穷,其演变的共同趋势是更加重视实现教学过程中学生的主体性。“结构导向——认知同化”生物课堂自读策略是基于当代认知心理学的理论背景所创拟的从教材的知识结构入手,通过学习者与教材间的相互作用,而实现学习者心理结构变化的一种学习策略。基本程序是,首先将不同类型的教材内容进行整合形成结构化模型,再通过结构识别、问题设置、找答、作答、评述等步骤最终将由教材组织成的命题系统转化成结构化的、有层次的、能有效检索和提取的、储存于头脑中的认知结构。
With the continuous deepening of the new curriculum reform, all kinds of biological teaching strategies that include the new psychology theory, new teaching values and new teaching methodologies emerge in an endless stream. The common trend of their evolution is to pay more attention to the realization of students’ subjectivity in teaching . “Structure-oriented - Cognitive Assimilation ” biological classroom self-read strategy is based on the theoretical background of contemporary cognitive psychology to start from the knowledge structure of the textbook, through the interaction between learners and textbooks, and learning Psychological structural changes in a learning strategy. The basic procedure is that firstly the different types of textbooks are integrated to form a structured model, and finally the structure of the propositional system organized by the textbooks is transformed into a structured and hierarchical structure through the steps of structure identification, problem setting, answering, answering, , Can effectively retrieve and extract, stored in the mind of the cognitive structure.