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地理补救教学是指教师在发现学生有地理学习困难后,诊断其困难所在,并有针对性地重新设计地理教学活动,帮助其克服困难,达成各阶段地理教学目标。它有助于提高地理教学质量,实现“为了每位学生发展”的教育愿景,促进教育公平。认知因素是决定学习效果和学习效率最直接的因素,而因情意困扰所造成的问题也往往会随认知问题的解决而消失。因此,认知诊断视角下高中地理补救教学侧重对学生地理认知过程与认知结构的诊断与补救,它可划分为确定补救对象、诊断病灶、实施补救、评价补救效果四个基本步骤。
Geo-remediation teaching refers to the teacher diagnosing the difficulties after discovering the students have geography learning difficulties and redesigning the geography teaching activities in a targeted manner so as to help them overcome the difficulties and reach the goal of geography teaching at all stages. It helps to improve the quality of geography teaching and to achieve the education vision of “for each student’s development” and to promote education fairness. Cognitive factors are the most direct factors that determine the learning effect and learning efficiency, and the problems caused by emotional distress often disappear with the solution of cognitive problems. Therefore, in the perspective of cognitive diagnosis, high school geography remedy teaching focuses on the diagnosis and remedy of students’ cognitive process and cognitive structure of geography. It can be divided into four basic steps: determining the remedy object, diagnosing the lesion, implementing the remedy, and evaluating the remedial effect.