论文部分内容阅读
在中等师范学校生物学教学大纲里明确提出,要尽可能让学生多认识些具体的植物和动物。从目前小学教师的现状看,他们在识别植物、动物方面是个薄弱环节。近年来,当我有时去小学听课时,经常看到,有些小学教师在上自然常识课或有关语文课时,只会从文字上解释一番,而没有使用校园里或附近现成的观察材料。这样就不可能达到预定的教学目的,对于培养学生的观察能力、发展他们的思维能力是很不利的,并且会挫伤少年儿童对自然科学的兴趣和爱好,影响教学质量的提高。更有甚者,有些小学教师带领少年儿童进行室外观察植物时,甚至犯科学性的错误,例如把法国
In the biology syllabus of secondary normal schools, it is clearly stated that students should know as much as possible about specific plants and animals. From the current status of primary school teachers, they are a weak link in identifying plants and animals. In recent years, when I sometimes go to primary school to attend classes, I often see that some primary school teachers only explain the text when they go to natural general knowledge classes or related language classes. They do not use the existing observation materials on or near the campus. In this way, it is impossible to achieve the intended purpose of teaching, which is unfavorable for cultivating students’ observation ability and developing their thinking ability, and it will dampen the interest and hobby of young children for natural sciences and influence the improvement of teaching quality. What is more, some elementary school teachers even led children to observe plants outside, even making scientific mistakes, such as taking French