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学生进入课堂时,并不是一张白纸,他们在自己的自主阅读、生活阅历、思维感知过程中已经形成了丰富的经验储备,这为解读文本提供了有效的支撑。因此,教师要善于考量学生的认知起点,洞察学生与文本之间的感知差异,在具有针对性的设置中,促进学生认知效益质的飞跃。一、考量原有储备,在遴选话题中建构感知框架心理学研究表明:学生对全新知识的接受绝不是机械的积累与识记,而是凭借自己原有的认知经验,通过自主性的构建、吸纳,生发出崭新的认知体验,从而促进学生认知
When students enter the classroom, they are not a piece of blank paper. They have accumulated a wealth of experience in their self-read, life experience and thinking process, which provides effective support for reading the text. Therefore, teachers should be good at considering students 'cognitive starting point, perceive the difference between students and their perceived differences, and promote the quality of students' cognitive benefits in a targeted setting. First, the consideration of the original reserve, the construction of the cognitive framework in the selection of topics Psychological studies show that: Students are not accepted by the new knowledge of mechanical accumulation and recognition, but by virtue of their own cognitive experience, through the construction of autonomy , Absorb, give birth to a new cognitive experience, thereby promoting student awareness