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从90年代初期起,小组活动进入课堂教学,开始了对互动学习的研究与探讨[1]。在新课改的今天,我国学者对于课堂互动学习的研究获得了一些成果,极大地丰富了互动学习的理论研究,研究主要是对“学生互动影响学生学习积极性,增强教学效益,提高学习能力,提高学习质量”等方面的功能性研究[1]而关于地理课堂上这些方面的研究尚不多,在一定程度上制约了互动学习在地理教学中的应用和发挥。本文通过课堂跟踪观察,探讨学生互动方式与频次对学习积极性的影响情况,并提出有效策略,使课堂的互动效果达到最佳,同时本课题的研究也为地理教师提供一定的借鉴意义。
From the early 90’s, the group activities into the classroom teaching, began the study and discussion of interactive learning [1]. Nowadays in the new curriculum reform, some scholars have made some achievements in the study of interactive learning in the classroom and have greatly enriched the theoretical research of interactive learning. The research mainly focuses on the interaction between students and students’ learning enthusiasm, enhancing teaching effectiveness and learning ability , Improve the quality of learning "and other aspects of functional research [1] and on the geography classroom in these aspects of research is not yet much, to a certain extent, restricted the interactive learning in geography teaching application and play. In this paper, through the follow-up of classroom observation, this paper explores the influence of students’ interaction patterns and frequency on learning motivation, and puts forward effective strategies to achieve the best interaction effect in the classroom. At the same time, the research of this topic also provides reference for geography teachers.