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如布鲁纳所说:“按照一个人自己的兴趣和认知结构组织起来的材料才是最有希望在记忆中自由出入的材料。”区域地理教学中,“位置”是基础,我们希望学生真正理解位置对自然和人文地理特征的意义,而不止流于“记问之学”。根据皮亚杰的发展理论,学生获得知识不是从环境中直接将知识内化,而是将新知与已知联系起来,从内部创造、协调来建构知识。本文中的自主发现活动是对上述理论的实践。一、课前工作:学生“发现”东南亚,教师整理“联结
As Bruner put it: ”Materials that are organized according to one’s own interests and cognitive structures are the most promising materials for free access in memory.“ ”Regional geography teaching,“ ”location“ is the foundation , We want students to really understand the meaning of location for both natural and human geographies, not just in ”learning to write“. According to Piaget’s theory of development, students acquire knowledge instead of internalizing knowledge directly from the environment. Instead, it associates new knowledge with known knowledge and creates and coordinates knowledge internally. Autonomous discovery activity in this article is the practice of the above theory. First, the pre-class work: Students ”found “ Southeast Asia, teacher finishing ”link