论文部分内容阅读
一、创设情境,设置悬念,引导学生参与教学中,教师可通过创设一定的情景,激发他们的学习兴趣,使学生能积极地进行思维、引申发挥,点燃学生质疑问难、主动探索的精神之火。例如,在讲日界线时,可引入故事:“一个住在俄国的人,在某年8月1日于伊尔库茨克给住在芝加哥的朋友拍了一份电报,朋友回电却写着‘7月31日收到电报一份’,难道他的这位美国朋友在撒谎吗?”再如,讲到“中国地
First, create situations, set suspense, guide students to participate in teaching, teachers can create a certain scene, inspire their interest in learning, so that students can actively carry out thinking, cited play, ignite student quality questions, take the initiative to explore the spiritual fire. For example, when speaking about the date line, a story can be introduced: “A person living in Russia took a telegram from a friend living in Chicago in Irkutsk on August 1st. “I received a telegram on July 31. Is this his American friend lying?” Another example, when it comes to "China