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我们从1979年起提出了“自学、议论、引导”教学法的课题,连续进行初中全阶段的三轮实验,第一轮着重试验其可能性,第二轮着重探索其科学性,第三轮着重研讨其系统性.一、对“自学、议论、引导”教学法主旨的理论探讨我们试行“自学、议论、引导”教学法的主旨之一是探索对自学能力的理解和培养问题.学生的“自学”是在教师引导下,积极、主动、自觉地获取信息交流信息并内化信息的过程.在这一过程中,需要采用多种手段调动
Since 1979, we have proposed the topic of “self-study, discussion, guidance,” and teaching methods. We have continuously conducted three rounds of experiments in the whole junior high school stage. The first round focused on the possibility of experimentation, and the second round focused on exploring its scientific nature. The three rounds focused on the systematic nature of the theory. One of the main themes of the “self-study, discussion, guidance,” pedagogical approach is to explore the understanding of self-learning ability. And cultivating the problem. The student’s self-study is a process of actively, initiatively, and consciously acquiring information and exchanging information and internalizing information under the guidance of the teacher. In this process, various methods need to be employed to mobilize information.