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地理新教材中课文、图像、活动或作业三大系统相互渗透,设置一些情景、引发一些问题、提供一些信息、安排一些活动、获得一些启示,但由于篇幅的限制,对基础知识的处理精而又精,对案例的处理也是点到为止。在教学中,只有在教师的指导下,充分利用好直观、具有感染力、视觉冲击强的图像以及本乡本土的或具有适时性、实用性、真实性、针对性的案例,才能达到自主学习的目的。为了真正利用教材达成课程标准,教师应以本人的个性特色为基础,大胆、创造性地对地理教材“再组织”和“活化”以地理学规律为基础、依托认知规律、靠教学规律做保证,还要遵循革新性、稳健性和灵活性的原则。
In the new geography textbook, the three systems of text, image, activity, or homework infiltrate each other, setting up some scenarios, triggering some problems, providing some information, arranging some activities, and gaining some inspiration. However, due to space limitations, the basic knowledge is handled meticulously. Also refined, the handling of the case is also the point. In teaching, only under the guidance of teachers, to make full use of the intuitive, infectious, visual impact of the image and the local or timely, practical, authentic, targeted cases, in order to achieve the purpose of independent learning . In order to truly use the teaching materials to achieve the curriculum standards, teachers should use their own individual characteristics as a basis to boldly and creatively “re-organize” and “activate” geographic teaching materials based on the laws of geography, relying on cognitive laws, and relying on the laws of teaching to ensure , but also to follow the principles of innovation, soundness and flexibility.