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互联网时代,信息产生的数量以几何倍数递增,传播的速度以音速扩散,影响的空间覆盖全球各个角落。如何通过课堂教学让学生在愉悦的体验中拥有获取海量信息的能力,并运用这些能力解决现实世界的各种问题,满足个体持续发展和智慧生活的需要,实现地理课程的育人功能?这是笔者经常思考的问题。基于此,笔者团队经过5年的课例观察与分析,提出了“地理组件教学模型”。一、地理组件教学模型的内涵与特点
In the Internet age, the number of information generated is multiplied by geometric multiples. The speed of dissemination spreads at sound speed and the space of influence covers every corner of the world. How to make students have the ability to gain massive information in the pleasant experience through classroom teaching, and use these abilities to solve various problems in the real world to meet the needs of individual’s sustainable development and smart life, to realize the educational function of geography curriculum? I often think about the problem. Based on this, the author team after 5 years of case observation and analysis, put forward “Geography Component Teaching Model ”. First, the geography component teaching model connotation and characteristics