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随着素质教育的倡导、展开及教育教学改革的不断深化,启发式教学进一步为人们所关注和推崇。那么,启发式教学和素质教育的关系是什么?在数学教学中又如何实施启发式教学、开展素质教育?本文将就此作些探讨。一、启发式是素质教育对一切教学的基本要求和必然结果启发式教学在我国由来已久,“启发”二字就源于孔子的“不愤不启,不悱不发”。其基本思想是说教学要激发学生的求知欲望,启发学生认真思考,引导学生自得之。孟子也认为“君子深造之道欲其自得也。自得之则居之安,则资之深;资之深则取之左右逢其源”。启发式教学在国外也被大力倡导。前苏联数学教育家伯拉基斯就提倡“教师不直接把现成的知识传授给学生,而是引导学生独立地发现相应的命题和法则”。当代美藉匈牙利数学教育家
With the advocacy and promotion of quality education and the continuous deepening of education and teaching reform, heuristic teaching is further concerned and respected by people. So, what is the relationship between heuristic teaching and quality education? How to implement heuristic teaching and quality education in mathematics teaching? This article will discuss some of them. First, the heuristic is the basic requirement and inevitable result of quality education for all teaching Heuristic teaching is a long time in our country. The word “inspired” comes from Confucius. . The basic idea is to teach teaching to stimulate students' desire for knowledge, to inspire students to think hard and guide students to enjoy themselves. Mencius also believes that “a gentleman's morality for self-esteem also. Heuristic teaching is also strongly advocated abroad. Berlakez, a former Soviet mathematics educator, advocated that ”teachers do not pass ready-made knowledge directly to students, but instead guide students to find their own propositions and laws independently." Contemporary American lends Hungarian math educator