“一境到底”式教学模式通过创设主题场景切换来搭建课堂结构,有利于教师将知识系统化地传授给学生。本文以湘教版必修一“区域发展差异与因地制宜”为例,采用“一境到底”式教学模式,将学生家乡湘潭市不同时期的发展情况创设为主情境,...“一境到底”式教学模式通过创设主题场景切换来搭建课堂结构,有利于教师将知识系统化地传授给学生。本文以湘教版必修一“区域发展差异与因地制宜”为例,采用“一境到底”式教学模式,将学生家乡湘潭市不同时期的发展情况创设为主情境,以湘潭前世、今生和未来作为时间主线,把本节课需要掌握的区域发展阶段、区域的差异性、因地制宜三个内容贯穿其中,将地理区域性与该方法相结合,培养学生的区域认知能力。The “One Realm to the End” teaching model builds a classroom structure by creating theme scene switching, which is conducive to teachers systematically imparting knowledge to students. This paper takes the compulsory course 1 of Hunan Education Edition “Regional Development Differences and Adaptation to Local Conditions” as an example, adopts the teaching mode of “One Realm to the End”, creates the development situation of Xiangtan City, the student’s hometown in different periods as the main situation, takes Xiangtan’s past life, present life and future as the main line of time, runs through the three contents of regional development stage, regional difference and local conditions that need to be mastered in this lesson, and combines geographical regionality with this method to cultivate students’ regional cognitive ability.展开更多
基于课程标准的要求,研究以“喀斯特地貌”为例,选取《葫芦兄弟》动画片段,以“拯救葫芦娃”为主情境,分设三个探索地点为子情境并设置相应的问题链,辅以课堂讨论等活动,将动画片段中的情境贯穿整个课程设计中,构建“一境到底”的教学案...基于课程标准的要求,研究以“喀斯特地貌”为例,选取《葫芦兄弟》动画片段,以“拯救葫芦娃”为主情境,分设三个探索地点为子情境并设置相应的问题链,辅以课堂讨论等活动,将动画片段中的情境贯穿整个课程设计中,构建“一境到底”的教学案例,以期望学生能够在学习过程中获得情感体验和思维提升,实现落实地理核心素养,提高学生参与度的目标。Based on the requirements of the curriculum standards, this study takes “Karst Landform” as an example, selects the animated clip of “The Seven Little Cranes”, and sets the main context of “saving the seven little cranes”. Three exploration sites are set as sub-contexts and corresponding problem chains are established. Classroom discussions and other activities are supplemented. The context in the animated clip is integrated throughout the course design to construct a “one context throughout” teaching case, with the expectation that students can gain emotional experiences and thinking improvements during the learning process, achieving the goal of implementing geographical core literacy and enhancing student participation.展开更多
情境教学是地理教育界研究的热点问题,而“一境到底”模式作为情境教学的延伸,近些年来也受到各位学者的重视。相较于其他情境教学来说,“一境到底”式的情境教学能够点燃学生的探究兴趣,保持学生思维的连贯性,保障地理课堂的完整性。...情境教学是地理教育界研究的热点问题,而“一境到底”模式作为情境教学的延伸,近些年来也受到各位学者的重视。相较于其他情境教学来说,“一境到底”式的情境教学能够点燃学生的探究兴趣,保持学生思维的连贯性,保障地理课堂的完整性。本文以“锋与天气”为例,将《茅屋为秋风所破歌》一诗作为情境主线贯穿整个教学过程,以“识锋–探锋–遇锋”为主要环节推动课堂前进,课中采用多元教学方法、多种教学活动,且注重学生情感、价值观的培养,促进学生地理学科核心素养的培育。Situational teaching is a hot topic in the field of geography education, and the “one scene to the end” model, as an extension of situational teaching, has also received attention from scholars in recent years. Compared to other situational teaching methods, the “one scene to the end” approach can ignite students’ interest in exploration, maintain the coherence of their thinking, and ensure the integrity of the geography classroom. This article takes “Feng and Weather” as an example and uses the poem “Song of the Thatched Cottage Broken by Autumn Wind” as the main theme throughout the teaching process. The main link is “recognizing the front—exploring the front—encountering the front” to promote classroom progress. Multiple teaching methods and activities are adopted in class, and emphasis is placed on cultivating students’ emotions and values, promoting the cultivation of students’ core literacy in geography.展开更多
文摘“一境到底”式教学模式通过创设主题场景切换来搭建课堂结构,有利于教师将知识系统化地传授给学生。本文以湘教版必修一“区域发展差异与因地制宜”为例,采用“一境到底”式教学模式,将学生家乡湘潭市不同时期的发展情况创设为主情境,以湘潭前世、今生和未来作为时间主线,把本节课需要掌握的区域发展阶段、区域的差异性、因地制宜三个内容贯穿其中,将地理区域性与该方法相结合,培养学生的区域认知能力。The “One Realm to the End” teaching model builds a classroom structure by creating theme scene switching, which is conducive to teachers systematically imparting knowledge to students. This paper takes the compulsory course 1 of Hunan Education Edition “Regional Development Differences and Adaptation to Local Conditions” as an example, adopts the teaching mode of “One Realm to the End”, creates the development situation of Xiangtan City, the student’s hometown in different periods as the main situation, takes Xiangtan’s past life, present life and future as the main line of time, runs through the three contents of regional development stage, regional difference and local conditions that need to be mastered in this lesson, and combines geographical regionality with this method to cultivate students’ regional cognitive ability.
文摘基于课程标准的要求,研究以“喀斯特地貌”为例,选取《葫芦兄弟》动画片段,以“拯救葫芦娃”为主情境,分设三个探索地点为子情境并设置相应的问题链,辅以课堂讨论等活动,将动画片段中的情境贯穿整个课程设计中,构建“一境到底”的教学案例,以期望学生能够在学习过程中获得情感体验和思维提升,实现落实地理核心素养,提高学生参与度的目标。Based on the requirements of the curriculum standards, this study takes “Karst Landform” as an example, selects the animated clip of “The Seven Little Cranes”, and sets the main context of “saving the seven little cranes”. Three exploration sites are set as sub-contexts and corresponding problem chains are established. Classroom discussions and other activities are supplemented. The context in the animated clip is integrated throughout the course design to construct a “one context throughout” teaching case, with the expectation that students can gain emotional experiences and thinking improvements during the learning process, achieving the goal of implementing geographical core literacy and enhancing student participation.
文摘情境教学是地理教育界研究的热点问题,而“一境到底”模式作为情境教学的延伸,近些年来也受到各位学者的重视。相较于其他情境教学来说,“一境到底”式的情境教学能够点燃学生的探究兴趣,保持学生思维的连贯性,保障地理课堂的完整性。本文以“锋与天气”为例,将《茅屋为秋风所破歌》一诗作为情境主线贯穿整个教学过程,以“识锋–探锋–遇锋”为主要环节推动课堂前进,课中采用多元教学方法、多种教学活动,且注重学生情感、价值观的培养,促进学生地理学科核心素养的培育。Situational teaching is a hot topic in the field of geography education, and the “one scene to the end” model, as an extension of situational teaching, has also received attention from scholars in recent years. Compared to other situational teaching methods, the “one scene to the end” approach can ignite students’ interest in exploration, maintain the coherence of their thinking, and ensure the integrity of the geography classroom. This article takes “Feng and Weather” as an example and uses the poem “Song of the Thatched Cottage Broken by Autumn Wind” as the main theme throughout the teaching process. The main link is “recognizing the front—exploring the front—encountering the front” to promote classroom progress. Multiple teaching methods and activities are adopted in class, and emphasis is placed on cultivating students’ emotions and values, promoting the cultivation of students’ core literacy in geography.
