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几年以来,在普通中学和师范学校担任植物学的教学工作中,深深地体会到:使学生产生植物学的概念是一件很细致的工作。稍有疏忽,就会形成错误。例如在学生的作业簿上、考试或测验卷上,以及课堂提问的答案上,往往发觉学生对某一些问题产生共同的错误。这种错误,说明教学上是存在着缺点的。教师对于教材内容如果不够熟悉和精通,对学生可能发生概念模糊的地方事先估计不足,或者根本估计不到。
In several years of teaching botany as a regular high school and a teacher training school, I deeply realized that it is a very delicate task to give students the concept of botany. A little negligence, it will form a mistake. For example, in students’ workbooks, test or test papers, and answers to class questions, students often find common mistakes on certain issues. This error, indicating that there are shortcomings in teaching. If teachers are not familiar with and proficient in the content of the teaching materials, they may not be able to anticipate the possible ambiguities of the students or may not estimate them at all.