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这篇文章所谈的虽是小学地理课的教师讲述问题, 但它所提出的对于讲述的要求及讲述所应遵守的一些原则,对其它各科教学中的讲述来说,也有参考的价值。希望大家予以注意。在地理教学中,教师的讲述是传授地理知识给儿童的主要方法,因为有许多地理教材是不能用实物、模型或图画来表现而只能讲述的。当然,这并不是说,四年级的地理教学(苏联的学校从四年级起开始设地理科——编者注)应该全部用教师讲述的方式,而是如绘制地图、阅读教本、在教师根据已有的概念给学生阐明地理上的新概念或在教室里观察地图时作问答式的谈话,以及要求儿童在上课时有或多或少的积极性的其他工作方式,无疑地都应该极端广泛地采用。可是,我们重说一遍:地理教材不是样样都可以表现的。在研究自然地带的时候,对于每个地带,教师通常只有一二张挂图可以应用,如只用这些来形成学生的‘地带’这个概念,当然是不够的。
Although this essay talks about teachers in primary geography class, the requirements it presents and some of the principles to be observed about it are also of reference value to the teaching in other subjects. I hope everyone will pay attention. In geography teaching, the teacher's presentation is the primary method of teaching geography to children because many geography texts can not be described in terms of objects, models or pictures. This does not mean, of course, that the fourth grade of geography teaching (Soviet schools starting from the fourth grade starting geography - editor's note) should all be described in terms of the teacher, but as a map, reading textbooks, Some concepts should undoubtedly be used with the utmost urgency, for example, to clarify students' new concepts of geography or ask-and-answer conversations while observing maps in the classroom, and other ways of requiring children to have more or less motivation in class . However, we repeat: geography textbooks are not everything can be demonstrated. When studying the natural zones, teachers usually have only one or two wall charts available for each zone. It is of course not enough to use the concept of “zones” to create students only.