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抽象,思维的形成,是如中生物学教学的根本目标之一。但是初中生又是以形象思维占居主导地位的。要使学生实现抽象思维的目标,就须在认识心理规律的基础上,根据生物学教学的特殊性,去有效地指导学生进行抽象思维。 一、理解起点的特殊性,确立教学程序的基点 初中生在日常生活中巳经对某些生物有了一定程度的整体性的了解,这种了解是来源于感官在直接刺激下自发的反映,是初级的知觉阶段。这个阶段,便是初中生物学教学的起点,即学生认识的生长点。 但是,初级知觉阶段的反映患存患亡,还不能成为直接抽象认识的起点。因而,教师有目的地组织学生的学习,以知觉为支撑点,使学生对生命体局部个别属性再开始感觉,完成对整体与部分界的区分和识记,这样经过逐渐
Abstraction, the formation of thinking, is one of the fundamental goals of Chinese biology teaching. However, junior high school students are dominated by image thinking. To enable students to achieve the goal of abstract thinking, it is necessary to effectively guide students in abstract thinking based on the specificity of biology teaching on the basis of understanding the laws of psychology. I. Understand the specificity of the starting point and establish the basic point of the teaching program. Junior high school students have a certain degree of overall understanding of certain organisms in their daily lives. This understanding comes from the spontaneous reflection of the senses under direct stimulation. It is the primary stage of consciousness. This stage is the starting point of junior high school biology teaching, which is the growth point of students’ understanding. However, the reflection of the primary perception stage is not yet a starting point for direct abstraction. Therefore, the teacher purposefully organizes the student’s learning and uses perception as a support point to enable the student to begin to feel the individual attributes of the living body and complete the differentiation and memorization of the whole and the partial boundaries.