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小学生掌握地理概念,一般都以相应的表象作为基础。这种表现能否正确地反映地理事物,常决定着概念的掌握。在教学中,我把各种对象或它们的正确表象加以鉴别、比较,仔细分析,判明它们之间的异同,从中抽出它们的本质属性,并以下定义的方式表达概念。例如,为了指导学生形成有色金属这一概念时,我先让学生看一些实物,主要是不同的有色金属,有的是重金属,如铜片;有的是轻金属,如铝锅;有的是贵金属,如银元;还有的是稀有金属,如钨丝。然后再看铁块等黑色金属,并告诉学生所有这些物质都具有光泽、延展性、容易导电、传热等性质,除汞外,通常都是固体。最后,再组织他们看石头、木块等非金属物体,让他们判明其间的异同,抽出本质属性,作出结论。然而,有一些地理概念比较抽象、复杂,学生难于直接从表象中概括出来。在教学中,我采取先指导学生掌握有关的中介概念,然后在这些概念的基础
Primary school students grasp the concept of geography, are generally based on the corresponding appearance. This performance can correctly reflect the geographical things, often determines the mastery of the concept. In teaching, I identify various objects or their correct appearances, compare them, analyze them carefully, identify similarities and differences between them, extract their essential properties from them, and express concepts in the following definitions. For example, in order to guide students to form the concept of non-ferrous metals, I first asked the students to look at the physical objects, mainly different non-ferrous metals, some heavy metals such as copper, some light metals such as aluminum pans, some precious metals such as silver, and Rare metal, such as tungsten wire. And then look at iron and other ferrous metals, and tell students that all of these substances are shiny, ductile, easy to conductive, heat transfer and other properties, except mercury, usually solid. Finally, they are organized to look at non-metallic objects such as stones and wooden blocks so that they can identify the similarities and differences between them and draw out the essential attributes to reach a conclusion. However, there are some geographic concepts that are abstract and complex, and difficult for students to summarize directly from appearances. In teaching, I take the first guide students to master the relevant intermediary concepts, and then based on these concepts