在教学中合理运用“先行组织者”的教学策略。
In teaching reasonable utilization "advance organizer" teaching strategy.
中学化学练习中经常有“先行组织者”模式的运用，特别是信息迁移题。
The model of "advanced organizer" is often adopted in the chemistry exercises of middle school, especially in the question of information.
“先行组织者”教学策略是教育心理学家奥苏伯尔提出的一个重要概念。
The Advance organizer is an important conception of educational Psychologist D. P. Ausubel.
尤其当这一策略和具体学科结合时还要考虑该学科的特点设计相应的先行组织者。
Especially when this strategy and concrete discipline union also must consider this discipline characteristic design corresponding advance organizer.
在教学中运用“先行组织者”可以帮助学生通过建立新旧知识的联系而更好地理解言语知识。
Teaching with advance organizer startegies can benefit a lot to students' learning of meaningful verbal material by helping them build some connections between new and previous knowledge.
自美国心理学家奥苏贝尔提出先行组织者概念以来，关于先行组织者的理论和应用研究受到大家广泛关注。
Since us psychologist David Ausubel propose the advance organizer concept, has received everybody about the advance organizer's theory and the applied research widely to pay attention.
自美国心理学家奥苏贝尔提出先行组织者概念以来，关于先行组织者的理论和应用研究受到大家广泛关注。
Advance organizer and its application had attracted much attention since the concept was proposed by American psychologist David Ausubel.
在进行教学时，如果没有上位观念可以同化新观念，教师就应该在引入新观念时先介绍先行组织者，然后用其同化新观念。
In teaching process if there are no up-level concepts that can assimilate the new concept, teachers should first introduce Advance Organizer.
在进行教学时，如果没有上位观念可以同化新观念，教师就应该在引入新观念时先介绍先行组织者，然后用其同化新观念。
In teaching process if there are no up-level concepts that can assimilate the new concept, teachers should first introduce Advance Organizer.
应用推荐