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
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.
