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教学不仅是给学生现存的答案,而应为学生提供一把打开知识宝库的“钥匙”,使他们学会怎样获得知识。围绕着老师的“教”,学生的“学”,人们从教学方法、教学手段、教学工具等方面展开了一系列的研究,取得了许多成果,为教学工作提供了许多借鉴。 为了加强地理的直观教学,我们常借助于地理图具,以期帮助学生迅速形成概念,掌握规律,进而发展地理思维能力。然而,在教学中对于地理图具的使用,仍然突出在“教”上,仅仅停留在短短的45分钟教学过程中,而学生地理能力的形成,则贯穿课堂内外。为了使学生随时能应用一定的地理图具理解所学知识,丰富形象思维和逻辑推理,我们把学具的开发和应用作为一个重要课题加以研讨,并期望用这把“钥匙”,打开学生通往知识宝库的大门。
Teaching is not only to give students the existing answers, but also to provide them with a “key” to open the treasure house of knowledge so that they can learn how to acquire knowledge. Around the teacher’s “teaching” and students’ “learning”, people have carried out a series of researches on teaching methods, teaching methods, teaching tools, etc. A lot of achievements have been made and many lessons have been provided for teaching work. In order to strengthen the intuitive teaching of geography, we often resort to geographical maps in order to help students quickly form concepts, master the rules, and then develop geographical thinking ability. However, the use of geographical maps in teaching is still highlighted in the “teaching”, only to stay in a short period of 45 minutes of teaching, and the formation of students’ geographic capabilities, but throughout the classroom. In order to enable students to use certain geographical maps to understand what they have learned and to enrich their thinking and logical reasoning, we study the development and application of learning tools as an important topic, and we hope to use this “key” to open the student communication. The door to the treasure house of knowledge.