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从2001年起,我国《全日制义务教育地理课程标准(实验稿)》开始实施,经过了十年的实践、调查、反馈与分析,2011年初,地理课程标准修订组对“实验稿”进行修改,形成正式稿,即《义务教育地理课程标准(2011年版)》,笔者这里称其为新地理课程标准。本文将新旧地理课程标准的内容标准进行对比分析,研究其中行为动词的变更情况,分析新地理课程标准要求达到的认知能力水平,并就课堂教学模式的转变提出一点见解。一、动词与认知能力目标布鲁姆认为,“复杂的行为可以分解为比较简单的行为,教学目标可以用可见的行为来表示,这样可以使教学效果能清楚鉴别,可测量。”在课程标准中,陈述课
Since 2001, the “full-time compulsory education geography curriculum standard (experimental draft)” has been put into operation. After ten years of practice, investigation, feedback and analysis, in early 2011, the revision of geography curriculum standards to “experimental draft” Be amended to form a formal draft, that is, “Compulsory Education Geography Curriculum Standard (2011 Edition)”, the author here called the new geography curriculum standards. In this paper, we compare and analyze the content standards of the new and old geography curriculum standards, study the changes of the behavioral verbs, analyze the cognitive ability standards required by the new geography curriculum standards, and give some advice on the changes in the classroom teaching patterns. First, the verb and cognitive ability goals Broome believes that “complex behavior can be broken down into relatively simple behavior, teaching objectives can be expressed with visible behavior, so that teaching can be clearly identified, measurable.” In the course standard, state the lesson