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在初中生物教学中,教师可以结合具体教学内容灵活选择与运用精加工策略,包括比较法、类比法、质疑法、联想法等,通过对所教的知识与记忆材料举出相关例子、补充有关细节等,进行加工与构建,架起原有信息与新信息的沟通桥梁。这样易于学生理解与接受新知,能够让学生把握精加工的学习策略,学会自主归纳总结已学知识,构建知识网络与系统,从而取得良好的学习效果。
In junior high school biology teaching, teachers can flexibly select and use fine processing strategies in combination with specific teaching contents, including comparative method, analogy method, questioning method, joint idea, etc., and give examples and supplements to the taught knowledge and memory materials. For details, etc., processing and construction are carried out to bridge the gap between the original information and the new information. This will make it easier for students to understand and accept new knowledge, enable students to grasp the fine-tuned learning strategies, learn to sum up and sum up the learned knowledge, and build knowledge networks and systems so as to achieve good learning results.