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在地理新课程的实施过程中,案例教学是一个很重要的手段和方法。无论是教材的编写,还是教师在具体的课堂教学中,都通过列举大量案例,来解决教学过程中的难点和重点知识,可以起到事半功倍之效。然而,案例教学中也存在一些明显的误区。一、案例教学的目的和思维过程1.案例教学目的案例教学主要是通过具体的事例呈现,培养学生获得知识和提高能力的一种教学方式。其中案例是教材内容中关键性问题的实例,是教材知识的延伸和拓展,是能力培养的方式和过程,是对现实世界的一种模拟,一般具有真实性和可操作性。案例教学目的是使得学生验证知识、生成知识、提高学习的技能,最终使学生学会学习方法。因此,案例本身的一些知识点不是教学的重点和目的所在,正是基于这一原由,选取的案例必须是相对完整、具体的事件或例子,具有一定的时效性和典型性,能很好地诠释知识点。
Case teaching is an important method and method in the implementation of the new geography curriculum. Whether it is the preparation of teaching materials, or teachers in the specific classroom teaching, by enumerating a large number of cases, to solve the teaching process of the difficulties and key knowledge, can play a multiplier effect. However, there are some obvious misunderstandings in case teaching. First, the purpose of case teaching and thinking process 1. Case Teaching Objective Case teaching is mainly through concrete examples of presentation, training students to acquire knowledge and improve the ability of a teaching method. Among them, the case is an example of the key problems in the textbook content. It is an extension and expansion of textbook knowledge, a method and process of ability cultivation, a simulation of the real world, and is generally true and operable. The purpose of case teaching is to enable students to verify knowledge, generate knowledge, improve learning skills and ultimately enable students to learn learning methods. Therefore, some of the knowledge of the case itself is not the focus of teaching and purpose, it is precisely for this reason, the selected case must be relatively complete, specific events or examples, with some timeliness and typical, well Interpretation of knowledge points.