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江苏省丹阳高级中学/葛龙庆撰文说,建构主义学习理论认为,一个人的知识获得是通过与周围环境相互作用,逐步构建起已有的知识与外部世界的联系,从而使自身的认知结构得到发展,其建构过程为“同化”与“顺化”。高中历史教学活动是一个以学生已有的知识和经验为基础、高级学习内容以低级学习内容为前提的学生主动构建的过程。因此,为了进一步学习和完善历史认知结构,一方面学生要主动学好基本的历史知识,另一方面教师要尽可能采取措施使历史知识更加形象、生动、充实;为了更利于学生的新知识“同化”或“顺化”于学生已形成或正在形成的认知结构中,必须揭露历史概念和历史规律的产生、形成、发
According to Dan Long Senior High School/Ge Longqing of Jiangsu Province, the constructivist learning theory holds that a person’s knowledge acquisition gradually builds up the existing knowledge and the external world by interacting with the surrounding environment, so that his cognitive structure is Development, its construction process is “assimilation” and “Huehua”. The senior high school history teaching activity is a process of students’ initiative construction based on the students’ existing knowledge and experience, and the advanced learning content is based on the low-level learning content. Therefore, in order to further study and improve the historical cognitive structure, on the one hand, students must take the initiative to learn basic historical knowledge. On the other hand, teachers should take measures to make historical knowledge more vivid, vivid and fulfilling; in order to benefit students’ new knowledge “Assimilation” or “Huehua” in the cognitive structure that students have formed or are forming must reveal the emergence, formation, and development of historical concepts and historical laws.