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地理课堂教学的最终目的是提升学生的地理素养,而地理素养的提升在一定程度上要借助地理知识的传递来实现。要让学生易于接受零星分布的地理知识,将所授知识以某种方式串联起来形成“超级链接”就显得尤为重要,很显然,地理教学内容的组织方式是影响地理知识间联结的一个重要因素。在实践中发现情境化组织是其中的一种有效途径。知识只有融入情境之中,才能显示出持久的活力。
The ultimate goal of geography classroom teaching is to improve the students’ geographical accomplishment, and to some extent, the improvement of geography literacy should be realized through the transfer of geography knowledge. To make it easy for students to accept sporadic geographical knowledge, it is especially important that the given knowledge be concatenated in some way to form a “hyperlink.” Obviously, the way geography teaching is organized is one that affects the linkage between geographic knowledge Key factor. In practice, the discovery of contextualized organizations is one of the effective ways. Only when knowledge is integrated into situations can it show lasting vitality.