“听课听得懂,作业不会做”,是一个普遍存在的问题,反映了教学过程中的一个方面的矛盾。这里的“懂”,是一种感受性反映。“我听懂了”,这是学生在离开课堂时常讲的一句话,是学生对教学的最直接的一种反映。是真懂还是假懂?作进一步的分析,如果就“听懂”的范围再提一些有关的问题,表现出“卡壳”或是面对作业题而束手无策,那么,这种“懂”,就只能是一种假象,并没有经过由表及里的思维加工,并没有转变为自己理解了的知识,而只是停留于对表面现象的了解。这里的“会”,是一种结构性的反映,反映其是否把所学的知识按照一定的深度和广度,运用感觉、知觉、记忆、联想等认识特征及逻辑思维、分析推理,从而在自己的头脑中形成具有掌握内在规律性的整体结构。 “Listening to a class to understand and work can not be done” is a ubiquitous problem that reflects one aspect of the contradictions in teaching. Here’s “understand” is a feeling of reflection. “I understand it,” which is what students often say when they leave the classroom. It is the most direct reflection of a student’s teaching. Is it true or false? For further analysis, if we raise some questions about the scope of “understanding”, show “stuck” or are at a loss what to do in the face of homework assignments, then this “understanding” It can only be a kind of illusion. It does not go through the process of thinking in the table and does not change into the knowledge it has understood, but only stays in the understanding of the surface phenomena. The “meeting” here is a structural reflection, reflecting whether it learns or learns the learned knowledge according to a certain depth and breadth, using the cognitive features and logical thinking of feeling, perception, memory, association, etc., The formation of the mind with the overall structure of the inner regularity.