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四、结果孩子们“地图”概念的形成过程国家地理教育实施项目鼓励四年级的学生识别和描述地理表达方式的特性和功能(Heffron and Downs,2012)。通过几节课的观察,我们发现,学生似乎很容易掌握如何对地图命名,且至少能掌握一种地图的用途。因此,我们预估学生在“理解地图”的测试中,表现较好,至少比在其他图像工具上的表现要好。但奇怪的是,结果却正好相反。在看到社会科课本和图书中的
IV. THE PROCESS OF THE FORMATION OF THE CONCEPT OF THE CONTEXT OF THE CHILDREN The National Geographic Education Implementation Project encourages fourth-year students to identify and characterize the features and functions of geographical expressions (Heffron and Downs, 2012). Through the observation of several classes, we found that students seem to be easy to grasp how to name the map, and at least grasp the purpose of a map. Therefore, we predict that students performed better on tests of “comprehension map ”, at least better than other image tools. But strangely enough, the result is the opposite. In the Social Studies textbooks and books