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不论是平常的地理教学过程,还是几年前的地理高考,对自然地理环境差异性的重视程度比较高,有关自然带分布规律的考查较多,但对地理环境整体性的关注却有些不够。近几年的高考有了较大的变化,关于地理环境的整体性原理及其应用的考查越来越频繁,考查的角度也不断变化,值得大家在日常教学中给予更多的关注。在2016年高考试题分析过程中,笔者看到了“整体性”这个闪闪发光的命题核心。在本文中,笔者将“狭义整体性”拓展为“广义整体性”“时—空—事象统一”命题和“人地关系整体性”模型;同时解读了基于“整体性”的解题模式,如看图说话模式、比较模式、计算模式和“描述—评价”模式,为学生的能力提升提供思路平台;最后,提出了“建立知识之间的整体性联系”“用系统方法拓展概念域或命题域”的课堂教学改革方向。
Regardless of the usual process of geography teaching or the geographical college entrance examination a few years ago, the degree of attention paid to the difference of the natural geographical environment is relatively high. The distribution of the natural zone is more examined, but the concern about the integrity of the geographical environment is not enough. In recent years, there has been a big change in college entrance examination, the overall principle about the geographical environment and its application of more and more frequent examination, examination of the angle is also changing, it is worth everyone in daily teaching to give more attention. In 2016 college entrance examination test analysis process, I saw the “integrity ” the glittering proposition core. In this paper, the author expands “narrow integrativeness ” into “generalized integrity ” “time-space-matter as unity ” proposition and “human-earth relationship integrity ” model; meanwhile, “Integrity” problem-solving model, such as pictorial speaking mode, comparative mode, computational mode and “description-evaluation ” mode, to provide a platform for students to improve their ability; Finally, proposed The overall connection “” system concept to expand the concept of domain or proposition domain "classroom teaching reform.