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先行组织者最初是由美国的一位心理学家奥苏泊尔在上世纪六十年代提出的概念。根据奥苏泊尔自己对先行组织者概念的解释,组织者的具体概念是一种引导性材料,这种引导性材料具有较高的抽象概括水平,往往在学习资料呈现出来之前进行呈现。从理论角度来分析,组织者可以看作是一种定义或者是定律,或者也可以理解为一种说明性的文字内容。组织者和学习者之间的关系是互相联系的,组织者为学习者提供新旧知识之间变换或者练习的渠道。先行组织者为新知识和新思想的学习与吸收提供固定的理解点,使学习者能够将新知识融入到已有的或是自身熟悉掌握的知识结构中,从而更好地进行对新知识的理解与吸收。由此,先行组织者就能对教学进程起到有效的促进作用,同时为学习者的学习准备提供帮助。本文对先行组织者策略展开研究,将研究的重点范围划分在初中英语教学中,旨在通过对先行组织者策略的研究和了解,加深对先行组织者策略的运用程度和掌握程度,从而更好地推动初衷英语教学进程,实现教学目标。
The pioneer organizer was originally conceived by Osopuir, a psychologist in the United States, in the 1960s. According to Ausubel’s own interpretation of the concept of advanced organizers, the organizer’s specific concept is a guide material, which has a high level of abstract generalization and is often presented before the learning material is presented. From a theoretical point of view, the organizer can be seen as a definition or a law, or as an illustrative text. The relationship between the organizer and the learner is interlinked, and the organizer provides the learner with a channel for changing or practicing between the old and the new knowledge. Advanced organizers provide a fixed point of understanding for the learning and absorption of new and new ideas, enabling learners to incorporate new knowledge into existing or familiar knowledge structures to better inform new knowledge Understand and absorb. As a result, the first organizer can play an effective role in promoting the teaching process, and at the same time help prepare learners for learning. This article studies the strategy of advanced organizer and divides the research focus on junior high school English teaching so as to make it better to study and understand the tactics of advanced organizer and deepen the utilization and mastery of advanced organizer’s strategy. To promote the original intention of English teaching process, to achieve teaching goals.