论文部分内容阅读
遵循素质教育理念、教育基本理论和地理教学规律,在初中地理教学中积极科学地创设背景、情景、情境,科学引发、有效组织和积极鼓励课堂讨论、辩论和争论,包括从地理现象、开放性题目、问题情境、即兴插嘴、教科书“活动”、课程间内容交叉中引发引导讨论,顺势营造学生相互启发和诱导、加大学生间“思维摩擦碰撞”强度的浓烈氛围,可提高其地理创新思维的生成效率和质量,有效提高地理素养,实现知识与能力、情感态度与价值观的同步协调平衡健康发展,促进和加快学生地理素质协同成长,使地理学习成为学生进行意义建构的生成性演变过程,获得全面素质协同成长的愉悦性生命过程。
Follow the concept of quality education, basic education theory, and geography teaching rules. Actively and scientifically create backgrounds, scenarios, and situations in junior high school geography teaching. Science leads to effective organization and actively encourages class discussions, debates, and arguments, including geographical phenomena and openness. Titles, problem situations, impromptu interjections, textbooks “activities”, and cross-curricular content lead to lead discussions, and create a strong atmosphere where students can inspire and inspire, and increase the intensity of “thinking collisions” among college students. The efficiency and quality of geographical innovative thinking, effective improvement of geographic literacy, synchronization and coordination of knowledge and ability, emotional attitudes and values, and healthy development, promote and accelerate the growth of students’ geographical quality, and make geography learning a meaningful construct for students. In the process of evolution, a joyful life process of comprehensive quality and collaborative growth is obtained.