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教师在进行地理教学的过程中应当帮助学生并且与其共同进行知识建构,引导学生将研究对象适当的进行过滤和抽象,舍去次要细节以及非本质联系的事物,从而得到能够再现原型的复杂结构及功能及联系的更加简单化和更加理想的模型,而这个模型能够让人们更直观地了解研究对象的本质以及处理和分析。中学生通过差异性原理的建构,掌握地理学知识的精华,走向主动、合作、探究相结合的学习的道路,自主建构知识,同时为其它理论知识地深入学习打下基础。
In geography teaching, teachers should help students and work with them to construct knowledge, guide students to filter and abstract the research object appropriately, discard the secondary details and non-essential things, so as to get the complex structure that can reproduce the prototype And a more simplistic and more desirable model of functions and connections that allow people to have a more intuitive understanding of the nature of the research object and its handling and analysis. Through the construction of difference principle, middle school students master the essence of geography knowledge and walk towards the path of active learning, cooperation and exploring the combination of learning, construct knowledge independently and lay the foundation for in-depth study of other theoretical knowledge.