在《经济常识》教学中,常常要用数据说明问题。数据这个东西,用得好,具有极强的说服力,感染力;用得不好,也可能叫学生感到枯燥乏味乃至头疼。所以,运用数据得讲究一点艺术性。我在教学中用了六种方法,效果较好。一曰排比法。即借鉴文字修辞上的排比手法,把一组相关数据顺序排列,一气道出,造成一种一泻千里的气势,形成一股征服人心的力量。例如讲第一课第一框题“伟大的变革”时,我列举了这样一组数据:我国的工农业总产值增长速度是世界上最快的,从1949—1988年,40年增长32倍,其中工业总产值增长80倍;我国的国民生产总值增长速度也是很快的,1979—1988年,年平均增长率高达 In the teaching of “economic common sense”, data are often used to explain the problem. This data, which is used well, is extremely convincing and appealing; if not used well, it may also make students feel dull and even headaches. Therefore, the use of data must be a bit of art. I used six methods in my teaching and it works well. One line ratio method. That is to say, the use of rhetoric on the rhetoric of comparisons of words and rhymes to arrange a set of related data in a row, in one breath, causing a kind of breathtaking momentum, the formation of a conquering power. For example, when I talked about the “great change” in the first box of the first lesson, I cited such a set of data: The growth rate of China’s industrial and agricultural output value is the fastest in the world, increasing by 32 times in 40 years from 1949-1988. Among them, the total industrial output value has increased by 80 times; the growth rate of China’s gross national product is also very fast, with an average annual growth rate of 1979-1988