我们知道,技能可分为动作技能与智力技能,而智力技能指通过练习而巩固的、自动化了的智力活动,它是在人脑内部以最合理的简缩方式,借助内部的言语完成的。学生在通过一定的智力活动的方式来认识事物,解决问题的过程中都需要运用智力技能。因此,利用课堂教学中的练习,培养学生形成、掌握智力技能,是我们提高教学质量,保证达到教学大纲要求的一条重要途径。 那么,要培养学生的智力技能,应力求设计怎样的课堂练习,才能是“最优化”的呢? 苏联教育家巴班斯基的教学过程最优化理论明确地阐述说:“最优化不是某种特别的教学方法或方式,而是教师在教学规律和原则的基础上,有针对性 We know that skills can be divided into motor skills and intellectual skills. Intellectual skills refer to the automated mental activities that are consolidated through exercises. They are done in the human brain in the most reasonable way of reduction, using internal utterances. Students through the way of certain intellectual activities to understand things, problem-solving process needs to use intellectual skills. Therefore, the use of classroom teaching practice, training students to form, grasp the intellectual skills, is that we improve the quality of teaching, to ensure that an important way to meet the requirements of the syllabus. So, to develop students' intellectual skills, should try to design what kind of classroom practice can be “optimized”? Soviet educatorBausch based teaching process optimization theory clearly states: "Optimization is not some Special teaching methods or methods, but teachers in the teaching of laws and principles, based on the targeted