基于情境教学的“喀斯特地貌”教学设计

基于情境教学的“喀斯特地貌”教学设计一、本文概述Overviewofthisarticle本文旨在探讨基于情境教学的“喀斯特地貌”教学设计。情境教学法是一种以学生为中心，以实际情境为背景，通过引导学生参与实践活动，达到掌握知识、提升能力的教学方法。在地理教学中，运用情境教学法能够帮助学生更好地理解和记忆地理知识，提升地理素养。本文将首先介绍喀斯特地貌的基本概念、特点和分布，然后分析情境教学法在喀斯特地貌教学中的适用性，接着提出基于情境教学的喀斯特地貌教学设计，包括教学目标、教学内容、教学方法、教学评价等方面，最后总结情境教学在喀斯特地貌教学中的优势与意义。通过本文的阐述，希望能够为地理教师提供一些有益的参考和启示，促进地理教学的创新与发展。Thisarticleaimstoexploretheteachingdesignof"karsttopography"basedonsituationalteaching.Situationalteachingmethodisateachingmethodthatcentersonstudentsandtakespracticalsituationsasthebackground.Byguidingstudentstoparticipateinpracticalactivities,itaimstomasterknowledgeandimproveabilities.Ingeographyteaching,theuseofsituationalteachingmethodcanhelpstudentsbetterunderstandandremembergeographicalknowledge,andimprovegeographicalliteracy.Thisarticlewillfirstintroducethebasicconcepts,characteristics,anddistributionofkarsttopography,thenanalyzetheapplicabilityofsituationalteachingmethodinkarsttopographyteaching,andthenproposeakarsttopographyteachingdesignbasedonsituationalteaching,includingteachingobjectives,teachingcontent,teachingmethods,teachingevaluation,etc.Finally,summarizetheadvantagesandsignificanceofsituationalteachinginkarsttopographyteaching.Throughtheexplanationinthisarticle,wehopetoprovidesomeusefulreferencesandinspirationsforgeographyteachers,andpromotetheinnovationanddevelopmentofgeographyteaching.二、喀斯特地貌基础知识概述OverviewofBasicKnowledgeofKarstLandform喀斯特地貌，也称为岩溶地貌，是一种独特的自然地理现象，主要分布在全球的碳酸盐岩地区。其形成过程涉及到水对可溶性岩石（如石灰岩、白云岩等）的化学和物理溶蚀作用，以及由此产生的溶蚀地貌和洞穴。在我国，以广西、贵州、云南等省份的喀斯特地貌最为典型，其壮观的石峰林、溶洞、地下河等景观，构成了独特的地貌风景。Karstlandforms,alsoknownaskarstlandforms,areauniquenaturalgeographicalphenomenonmainlydistributedincarbonateregionsaroundtheworld.Itsformationprocessinvolvesthechemicalandphysicaldissolutionofsolublerocks(suchaslimestone,dolomite,etc.)bywater,aswellastheresultingdissolutionlandformsandcaves.InChina,karstlandformsinprovincessuchasGuangxi,Guizhou,andYunnanarethemosttypical,withspectacularlandscapessuchasstonepeakforests,karstcaves,andundergroundrivers,formingauniquelandscape.喀斯特地貌的形成过程大致可分为溶蚀作用、搬运作用和沉积作用三个阶段。溶蚀作用是喀斯特地貌形成的基础，水通过溶解岩石中的碳酸钙等物质，形成溶蚀空洞和溶蚀沟谷。搬运作用则是指溶解的物质被水流搬运到其他地方，形成各种沉积物。沉积作用则是在溶蚀和搬运的基础上，形成的各种沉积地貌，如石笋、石幔等。Theformationprocessofkarstlandformscanberoughlydividedintothreestages:dissolution,transport,andsedimentation.Thedissolutionprocessisthebasisfortheformationofkarstlandforms,wherewaterdissolvessubstancessuchascalciumcarbonateinrocks,formingdissolutioncavitiesandvalleys.Transportationreferstotheprocessofdissolvedsubstancesbeingtransportedbywaterflowtootherplaces,formingvarioussediments.Sedimentaryprocessesarevarioussedimentarylandformsformedonthebasisofdissolutionandtransportation,suchasstalagmitesandmantlerocks.喀斯特地貌的分类多样，按照地表形态可分为石峰林、孤峰平原、峰林谷地、溶蚀洼地等；按照地下形态则可分为溶洞、地下河、石芽等。这些地貌形态各异，特色鲜明，是研究地理学、地质学等学科的重要载体。Theclassificationofkarstlandformsisdiverse,andaccordingtosurfacemorphology,theycanbedividedintostonepeakforests,isolatedpeakplains,peakforestsandvalleys,karstdepressions,etc;Accordingtoundergroundmorphology,itcanbedividedintokarstcaves,undergroundrivers,andstonesprouts.Theselandformshavediverseformsanddistinctivefeatures,makingthemimportantcarriersforstudyinggeography,geology,andotherdisciplines.在教学过程中，我们应注重引导学生理解喀斯特地貌的形成机制、分类及其特征，通过实地考察、案例分析等方式，让学生直观感受喀斯特地貌的壮丽与独特，激发他们对自然地理现象的好奇心和探索欲望。也应引导学生关注喀斯特地貌地区的生态环境保护问题，培养他们的环保意识和可持续发展观念。Intheteachingprocess,weshouldfocusonguidingstudentstounderstandtheformationmechanism,classification,andcharacteristicsofkarstlandforms.Throughon-siteinvestigations,casestudies,andothermethods,studentscanintuitivelyexperiencethemagnificenceanduniquenessofkarstlandforms,stimulatetheircuriosityanddesiretoexplorenaturalgeographicalphenomena.Studentsshouldalsobeguidedtopayattentiontotheecologicalandenvironmentalprotectionissuesinkarstareas,andcultivatetheirenvironmentalawarenessandsustainabledevelopmentconcepts.三、情境教学法的理论框架Thetheoreticalframeworkofsituationalteachingmethod情境教学法是一种以学习者为中心，以情境认知与学习理论为基础的教学方法。情境认知与学习理论认为，知识是个体与环境交互过程中建构的一种交互状态，是一种人类协调一系列行为，去适应动态变化发展的环境的能力。知识是个体与环境交互作用过程中建构的一种交互状态，是一种活动的状态，而不是一种抽象的符号。知识是情境化的，知识是基于社会情境的一种活动，而不是抽象具体的对象；学习是个体参与实践，与他人、环境等相互作用的过程，是形成参与实践活动的能力、提高社会化水平的过程。情境教学法的核心在于激发学生的情感，创造一个与实际生活紧密联系的、真实的或者模拟的情境，使学生在这种情境中通过实践活动获得知识和技能。Situationalteachingmethodisalearnercenteredteachingmethodbasedonsituationalcognitionandlearningtheory.Thetheoryofsituationalcognitionandlearningholdsthatknowledgeisaninteractivestateconstructedduringtheinteractionbetweenindividualsandtheenvironment.Itisahumanabilitytocoordinateaseriesofbehaviorstoadapttodynamicandevolvingenvironments.Knowledgeisaninteractivestateconstructedduringtheinteractionbetweenindividualsandtheenvironment,astateofactivity,ratherthananabstractsymbol.Knowledgeiscontextualizedandanactivitybasedonsocialcontexts,ratherthanabstractandconcreteobjects;Learningisaprocessinwhichindividualsparticipateinpractice,interactwithothers,theenvironment,andotherfactors,anddeveloptheabilitytoparticipateinpracticalactivitiesandimprovetheirlevelofsocialization.Thecoreofsituationalteachingmethodistostimulatestudents'emotions,createarealisticorsimulatedsituationcloselyrelatedtoreallife,andenablestudentstoacquireknowledgeandskillsthroughpracticalactivitiesinthissituation.在“喀斯特地貌”的教学设计中，情境教学法的理论框架主要体现在以下几个方面：要创造一个与喀斯特地貌相关的真实或模拟的情境，使学生能够身临其境地感受喀斯特地貌的特点和形成过程；要引导学生通过实践活动，如实地考察、模拟实验等方式，探究喀斯特地貌的形成机制、地貌特征以及其对生态环境的影响；要通过反思和总结，使学生能够将所学知识应用到实际生活中，提高他们的问题解决能力和实践能力。Intheteachingdesignof"karstlandforms",thetheoreticalframeworkofsituationalteachingmethodismainlyreflectedinthefollowingaspects:tocreatearealorsimulatedsituationrelatedtokarstlandforms,sothatstudentscanexperiencethecharacteristicsandformationprocessofkarstlandformsfirsthand;Toguidestudentstoexploretheformationmechanismandcharacteristicsofkarstlandforms,aswellastheirimpactontheecologicalenvironment,throughpracticalactivitiessuchastruthfulinvestigationandsimulationexperiments;Throughreflectionandsummarization,studentsshouldbeabletoapplytheknowledgetheyhavelearnedtoreal-lifesituations,improvingtheirproblem-solvingandpracticalabilities.在实施情境教学法时，教师需要注意以下几点：要确保所创设的情境与教学内容紧密相关，能够激发学生的学习兴趣和探究欲望；要给予学生充分的自主学习和探究的空间，让他们在实践中发现问题、解决问题；要及时给予学生反馈和指导，帮助他们总结经验教训，提高学习效果。Whenimplementingsituationalteachingmethod,teachersneedtopayattentiontothefollowingpoints:toensurethatthecreatedcontextiscloselyrelatedtotheteachingcontent,whichcanstimulatestudents'learninginterestandexplorationdesire;Toprovidestudentswithsufficientspaceforindependentlearningandexploration,allowingthemtodiscoverandsolveproblemsinpractice;Timelyfeedbackandguidanceshouldbeprovidedtostudentstohelpthemsummarizeexperiencesandlessons,andimprovelearningoutcomes.通过情境教学法的应用，可以使学生在探究喀斯特地貌的过程中，不仅能够获得知识和技能，还能够培养他们的实践能力和创新精神，为他们的未来发展奠定坚实的基础。Throughtheapplicationofsituationalteachingmethod,studentscannotonlyacquireknowledgeandskillsinexploringkarstlandforms,butalsocultivatetheirpracticalabilityandinnovativespirit,layingasolidfoundationfortheirfuturedevelopment.四、教学设计Teachingdesign知识与技能：学生能够理解喀斯特地貌的基本概念、形成过程和主要特征，掌握识别喀斯特地貌的基本方法。Knowledgeandskills:Studentsareabletounderstandthebasicconcepts,formationprocesses,andmainfeaturesofkarstlandforms,andmasterthebasicmethodsforidentifyingkarstlandforms.过程与方法：通过情境教学，学生能够运用所学知识分析喀斯特地貌的形成机制，并能在实际案例中识别和应用。ProcessandMethod:Throughsituationalteaching,studentscanapplytheirlearnedknowledgetoanalyzetheformationmechanismofkarstlandformsandidentifyandapplyitinpracticalcases.情感态度与价值观：培养学生的地理学习兴趣和环保意识，认识到喀斯特地貌的独特价值和保护的重要性。Emotionalattitudeandvalues:Cultivatestudents'interestingeographylearningandenvironmentalawareness,andrecognizetheuniquevalueandimportanceofprotectingkarstlandforms.情境导入：通过展示喀斯特地貌的图片和视频，激发学生兴趣，引出主题。Scenariointroduction:Bydisplayingpicturesandvideosofkarstlandforms,stimulatestudents'interestandintroducethetheme.情境模拟：利用地理教学软件或实地考察，让学生模拟喀斯特地貌的形成过程，加深对知识的理解。Scenariosimulation:Usinggeographyteachingsoftwareoron-siteinvestigations,studentscansimulatetheformationprocessofkarstlandformsanddeepentheirunderstandingofknowledge.小组合作：学生分组讨论喀斯特地貌的特征和识别方法，培养合作与交流能力。Groupcollaboration:Studentsaredividedintogroupstodiscussthecharacteristicsandidentificationmethodsofkarstlandforms,andtocultivatecooperationandcommunicationskills.案例分析：引入典型的喀斯特地貌案例，让学生运用所学知识进行分析，提高应用能力。Caseanalysis:Introducetypicalkarstlandformcasestoenablestudentstoapplytheirlearnedknowledgeforanalysisandimprovetheirapplicationabilities.情境导入（5分钟）：展示喀斯特地貌的图片和视频，提问学生对这些地貌的初步印象和认知，引出喀斯特地貌的概念。Scenariointroduction(5minutes):Showpicturesandvideosofkarstlandforms,askstudentsabouttheirinitialimpressionsandunderstandingoftheselandforms,andintroducetheconceptofkarstlandforms.知识讲解（10分钟）：详细讲解喀斯特地貌的形成条件、过程和主要特征，结合图示和实例，帮助学生建立系统的知识体系。Knowledgeexplanation(10minutes):Detailedexplanationoftheformationconditions,processes,andmainfeaturesofkarstlandforms,combinedwithillustrationsandexamples,tohelpstudentsestablishasystematicknowledgesystem.情境模拟（15分钟）：利用地理教学软件或实地考察，让学生模拟喀斯特地貌的形成过程，观察并记录变化，加深对知识的理解。Scenariosimulation(15minutes):Usinggeographyteachingsoftwareoron-siteinvestigations,studentsareencouragedtosimulatetheformationprocessofkarstlandforms,observeandrecordchanges,anddeepentheirunderstandingofknowledge.小组讨论（10分钟）：学生分组讨论喀斯特地貌的特征和识别方法，每组选出代表进行汇报，培养合作与交流能力。Groupdiscussion(10minutes):Studentsaredividedintogroupstodiscussthecharacteristicsandidentificationmethodsofkarstlandforms.Eachgroupselectsrepresentativestoreportandcultivatecooperationandcommunicationskills.案例分析（10分钟）：引入典型的喀斯特地貌案例，让学生运用所学知识进行分析，教师点评并总结，提高应用能力。Caseanalysis(10minutes):Introducetypicalkarstlandformcases,havestudentsapplytheirlearnedknowledgeforanalysis,andtheteachercommentsandsummarizestoimprovetheirapplicationability.课堂总结（5分钟）：回顾本课所学内容，强调喀斯特地貌的重要价值和保护意义，引导学生树立正确的环保观念。Classroomsummary(5minutes):Reviewthecontentlearnedinthislesson,emphasizetheimportantvalueandprotectionsignificanceofkarstlandforms,andguidestudentstoestablishcorrectenvironmentalprotectionconcepts.通过课堂互动和小组讨论，评价学生对喀斯特地貌概念和特征的理解程度。Evaluatestudents'understandingoftheconceptsandcharacteristicsofkarstlandformsthroughclassroominteractionandgroupdiscussions.通过情境模拟和案例分析，评价学生运用所学知识解决实际问题的能力。Evaluatestudents'abilitytoapplylearnedknowledgetosolvepracticalproblemsthroughscenariosimulationandcaseanalysis.通过课后作业和测验，评价学生对喀斯特地貌知识的掌握情况和应用能力。同时，也要注重学生的自我评价和反思，以便及时调整学习方法和策略。Evaluatestudents'masteryandapplicationabilityofkarstlandformknowledgethroughhomeworkandquizzesafterclass.Atthesametime,attentionshouldalsobepaidtostudents'self-evaluationandreflection,inordertoadjustlearningmethodsandstrategiesinatimelymanner.在教学过程中，要注重激发学生的学习兴趣和积极性，让学生主动参与到课堂活动中来。Intheteachingprocess,attentionshouldbepaidtostimulatingstudents'interestandenthusiasminlearning,andencouragingthemtoactivelyparticipateinclassroomactivities.要注重培养学生的思维能力和创新精神，鼓励学生提出自己的观点和见解，促进思维的碰撞和交流。Weshouldpayattentiontocultivatingstudents'thinkingabilityandinnovativespirit,encouragethemtoputforwardtheirownviewpointsandinsights,andpromotecollisionandcommunicationofthinking.要注重理论与实践相结合，让学生在实践中深化对喀斯特地貌的理解和认识，提高实际应用能力。Weshouldpayattentiontothecombinationoftheoryandpractice,sothatstudentscandeepentheirunderstandingandunderstandingofkarstlandformsinpractice,andimprovetheirpracticalapplicationabilities.要注重培养学生的环保意识和责任感，引导学生关注喀斯特地貌的保护和可持续发展问题，为未来的环境保护事业贡献力量。Weshouldpayattentiontocultivatingstudents'environmentalawarenessandsenseofresponsibility,guidethemtopayattentiontotheprotectionandsustainabledevelopmentofkarstlandforms,andcontributetothefutureenvironmentalprotectioncause.五、实施步骤Implementationsteps基于情境教学的“喀斯特地貌”教学设计实施步骤主要包括以下几个环节：Theimplementationstepsofteachingdesignfor"karsttopography"basedonsituationalteachingmainlyincludethefollowingsteps:创设情境，导入新课：教师通过展示喀斯特地貌的图片、视频等多媒体资料，引导学生进入喀斯特地貌的情境，感受其独特的地理景观。接着，教师可以提出一系列问题，如“你们知道这是什么地貌吗？”“这种地貌是如何形成的？”等，激发学生的学习兴趣和探究欲望。Createascenarioandintroduceanewlesson:Theteacherguidesstudentstoenterthecontextofkarstlandformsandexperiencetheiruniquegeographicallandscapebydisplayingmultimediamaterialssuchaspicturesandvideosofkarstlandforms.Next,theteachercanaskaseriesofquestions,suchas"Doyouknowwhatkindofterrainthisis?""Howdidthisterrainform?",etc.,tostimulatestudents'interestinlearninganddesiretoexplore.知识讲解，理论支撑：在学生对喀斯特地貌有了初步的认识后，教师详细介绍喀斯特地貌的形成原理、分类、分布规律等基础知识。通过生动的案例和深入浅出的语言，帮助学生理解喀斯特地貌的形成过程和影响因素。Knowledgeexplanationandtheoreticalsupport:Afterstudentshaveapreliminaryunderstandingofkarstlandforms,theteacherprovidesadetailedintroductiontothebasicknowledgeoftheformationprinciples,classification,distributionpatterns,andotheraspectsofkarstlandforms.Throughvividcasesandsimplelanguage,helpstudentsunderstandtheformationprocessandinfluencingfactorsofkarstlandforms.实践活动，深化理解：为了让学生更深入地理解喀斯特地貌，教师可以组织学生进行实地考察或模拟实验。在实地考察中，学生可以亲身感受喀斯特地貌的奇特景观，了解当地的生态环境和人文风情。在模拟实验中，学生可以通过模拟喀斯特地貌的形成过程，加深对喀斯特地貌形成原理的理解。Practicalactivitiestodeepenunderstanding:Inordertoenablestudentstohaveadeeperunderstandingofkarstlandforms,teacherscanorganizestudentstoconducton-siteinvestigationsorsimulationexperiments.Duringon-siteinspections,studentscanpersonallyexperiencetheuniquelandscapeofkarstlandforms,understandthelocalecologicalenvironmentandculturalcustoms.Insimulationexperiments,studentscandeepentheirunderstandingoftheprinciplesbehindtheformationofkarstlandformsbysimulatingtheprocessoftheirformation.讨论交流，总结提升：在实践活动后，教师可以组织学生进行讨论交流，分享各自的体验和收获。通过讨论，学生可以相互启发，拓展思维，加深对喀斯特地貌的认识。教师进行总结点评，强调喀斯特地貌的重要性和意义，引导学生将所学知识运用到实际生活中。Discussionandcommunication,summaryandimprovement:Afterpracticalactivities,teacherscanorganizestudentstodiscussandexchangeideas,sharetheirexperiencesandgains.Throughdiscussion,studentscaninspireeachother,expandtheirthinking,anddeepentheirunderstandingofkarstlandforms.Theteacherprovidesasummaryandevaluation,emphasizingtheimportanceandsignificanceofkarstlandforms,andguidingstudentstoapplytheknowledgetheyhavelearnedtopracticallife.课后拓展，延伸学习：课后，教师可以布置一些拓展任务，如让学生搜集更多关于喀斯特地貌的资料、撰写研究报告等。通过这些拓展任务，学生可以进一步巩固所学知识，提高自主学习和探究能力。同时，教师也可以提供一些延伸学习资源，如相关书籍、网站等，供学生深入学习和研究。Afterclassexpansionandextendedlearning:Afterclass,teacherscanassignsomeexpansiontasks,suchasaskingstudentstocollectmoreinformationaboutkarstlandforms,writeresearchreports,etc.Throughtheseexpansiontasks,studentscanfurtherconsolidatetheirknowledge,improvetheirself-learningandexploratoryabilities.Atthesametime,teacherscanalsoprovidesomeextendedlearningresources,suchasrelevantbooks,websites,etc.,forstudentstodeepentheirlearningandresearch.通过以上五个步骤的实施，基于情境教学的“喀斯特地貌”教学设计能够有效地激发学生的学习兴趣和探究欲望，提高学生的地理素养和实践能力。Throughtheimplementationoftheabovefivesteps,theteachingdesignof"karsttopography"basedonsituationalteachingcaneffectivelystimulatestudents'learninginterestandexplorationdesire,improvetheirgeographicalliteracyandpracticalability.六、教学评价与反馈Teachingevaluationandfeedback教学评价与反馈是确保教学质量和学生学习效果的重要环节。在基于情境教学的“喀斯特地貌”教学设计中，我们将采用多元化的评价方式和及时的反馈机制，以评估学生的学习成果并提供相应的指导。Teachingevaluationandfeedbackareimportantlinksinensuringteachingqualityandstudentlearningoutcomes.Inthecontextbasedteachingdesignof"karsttopography",wewilladoptdiversifiedevaluationmethodsandtimelyfeedbackmechanismstoevaluatestudents'learningoutcomesandprovidecorrespondingguidance.在教学评价方面，我们将结合情境教学的特点，采用多种评价方式。通过观察学生在模拟实验和实地考察中的表现，评估他们对喀斯特地貌特征、形成过程以及环境价值的理解程度。通过作业和测验的形式，检验学生对相关知识的掌握情况。我们还将邀请学生进行口头报告或展示，以评估他们的表达能力和对喀斯特地貌的综合理解。Intermsofteachingevaluation,wewillcombinethecharacteristicsofsituationalteachingandadoptmultipleevaluationmethods.Byobservingtheperformanceofstudentsinsimulationexperimentsandfieldinvestigations,evaluatetheirunderstandingofthecharacteristics,formationprocess,andenvironmentalvalueofkarstlandforms.Teststudents'masteryofrelevantknowledgethroughassignmentsandtests.Wewillalsoinvitestudentstogiveoralpresentationsorpresentationstoevaluatetheircommunicationskillsandcomprehensiveunderstandingofkarstlandforms.在反馈机制方面，我们将注重及时性和个性化。在教学过程中，教师将根据学生的表现和作业情况，给予及时的口头或书面反馈，指出学生的优点和不足，并提供针对性的建议和指导。我们还将鼓励学生之间的互评和讨论，通过互相学习和交流，促进共同进步。Intermsoffeedbackmechanism,wewillfocusontimelinessandpersonalization.Duringtheteachingprocess,teacherswillprovidetimelyoralorwrittenfeedbackbasedontheperformanceandhomeworksituationofstudents,pointingouttheirstrengthsandweaknesses,andprovidingtargetedsuggestionsandguidance.Wewillalsoencouragemutualevaluationanddiscussionamongstudents,promotingcommonprogressthroughmutuallearningandcommunication.通过有效的教学评价与反馈机制，我们期望能够全面评估学生的学习成果，帮助他们更好地理解和掌握喀斯特地貌的相关知识，同时培养他们的实践能力和综合素质。教师也可以根据评价结果调整教学策略和方法，不断优化教学设计，提高教学效果。Througheffectiveteachingevaluationandfeedbackmechanisms,wehopetocomprehensivelyevaluatestudents'learningoutcomes,helpthembetterunderstandandmasterrelevantknowledgeofkarstlandforms,andcultivatetheirpracticalabilitiesandcomprehensivequalities.Teacherscanalsoadjustteachingstrategiesandmethodsbasedontheevaluationresults,continuouslyoptimizeteachingdesign,andimproveteachingeffectiveness.七、结论与展望ConclusionandOutlook本研究通过基于情境教学的“喀斯特地貌”教学设计，旨在提高学生对喀斯特地貌特征、形成过程及其地理意义的理解与认识，培养学生的空间思维能力和地理实践能力。经过一系列教学实践与反思，可以得出以下Thisstudyaimstoimprovestudents'understandingandrecognitionofthecharacteristics,formationprocess,andgeographicalsignificanceofkarstlandformsthroughasituationalteachingdesign,andtocultivatetheirspatialthinkingandgeographicalpracticeabilities.Afteraseriesofteachingpracticesandreflections,thefollowingcanbedrawn:情境教学法在“喀斯特地貌”教学中具有显著优势。通过创设真实、生动的情境，能够激发学生的学习兴趣，增强学生的参与度和体验感。学生在情境中主动探索、发现问题、解决问题，从而更深入地理解喀斯特地貌的相关知识。Thesituationalteachingmethodhassigni