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最近时间笔者参加了市级同课异构教研活动,发现对情景创设这一重要内容,不同的老师运用不同的教学情景,所达到的教学效果明显不同。所以,笔者在此浅谈自己对中学化学教学情景创设的看法。一、情景创设的理论基础建构主义的最早提出者皮亚杰认为内因和外因的相互作用直接影响孩子的认知发展,也就是说外部环境中的有关信息能够被孩子吸收进来,并结合已有的认知,使自身的认知体系不断地发展。斯腾伯格和卡茨等人则进一步探讨了个体主动性在认知过程中的关键作
Recently, I participated in the city class heterogeneous teaching and research activities, found that the scene to create this important content, different teachers use different teaching scenarios, the teaching effect is significantly different. Therefore, I would like to talk about my own views on the creation of secondary chemistry teaching scenarios. First, the founding of the theory of the foundations of the basic theory of constructivism Piaget believes that the intrinsic and exogenous factors directly affect the child’s cognitive development, which means that the external environment can be absorbed into the relevant information in the child, combined with the existing Of the cognitive, so that their own cognitive system continues to develop. Sternberg and Katz further explored the key points in the cognitive process of individual initiative