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任何一种地理知识都有着自身的知识特点,教学中可区分和把握基于其特点的教学思维与逻辑。地理成因知识的教学要帮助学生建立地理成因形成的“影响因素”知识结构;自然地理成因的“影响因素”与结果之间呈线性关系,教学中宜据“影响因素”查找相应材料,据材料析出有意义的地理信息和特征,再据特征分析推理出影响结果;人文地理成因的分析呈非线性,具有复杂性,教学中宜实施“历史一过程”分析法;区域地理成因分析应该有意识地将各区域的地理特征进行对比,包括对比不同区域的相同事物和现象,要寻找内在差异并比较分析原因,对于不同区域的相似事物,要找出异同点并比较分析成因,对于不同区域的不同事物,应尽可能地找出内在联系并比较分析成因。
Every kind of geography knowledge has its own characteristics of knowledge, teaching can distinguish and grasp the teaching thinking and logic based on its characteristics. The teaching of geographic genetic knowledge should help students establish the “influencing factors” knowledge structure formed by geographic origin; the relationship between “influencing factors” and the results of the formation of physical geography is linear, and the “influencing factors” are appropriate in teaching. Find the corresponding materials, according to the material to extract meaningful geographical information and characteristics, and then reasoning out the impact of the results based on the characteristics of the analysis; the analysis of the causes of human geography is nonlinear, complex, teaching should be implemented “history a process” analysis Regional geography analysis should consciously compare the geographical features of different regions, including comparing the same things and phenomena in different regions. We must look for internal differences and compare the reasons for the analysis. For similar things in different regions, we must find similarities and differences and compare Analyze the causes, for different things in different regions, as far as possible to find out the internal connections and compare the causes of the analysis.