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援疑质理,就是提出疑难,询问道理。古人说:“君子之学,必好问。问与学,相辅而行者也。非学无以致疑,非问无以广识。好学而不勤问,非真能好学者也。理明矣,而或不达于事,识其大矣,而或不知其细,舍问,其奚决焉?”教学,总是双边活动,总是要通过内因起作用;学问,就是既学又问。援疑质理,能调动学生学习的积极性和主动性,启发学生思惟,发展学生智力,并使教学更有针对性,从而提高教学质量。 引导学生援疑质理,我们注意设疑立障,因势利导;考是问非,求理所安;沿波讨源,以显其幽;徐行却立,处静观动诸方面。
To make doubts, it is to ask questions and ask questions. The ancients said: “The study of a gentleman will be a good question. Asking and learning will be complementary to those who follow it. Non-learning does not lead to suspiciousness, and non-questioning does not lead to broad knowledge. Learning to learn without being diligent is not a good scholar. , or not to achieve the task, to know their big brothers, or I do not know their details, ask questions, their decisions?” Teaching, always bilateral activities, always have to play an internal role; learning, that is both learning and ask . The training of suspicion can mobilize the enthusiasm and initiative of students’ learning, inspire students’ thinking, develop students’ intelligence, and make teaching more targeted, thereby improving teaching quality. To guide students in suspicion and suspicion, we pay attention to setting up suspicions and obstacles, and take advantage of the situation; the test is to ask questions and seek truth; follow the wave to discuss the source, to show its quiet; Xu Xing is standing, static view of all aspects.