這學期我組學習了凱洛夫「教育學」第五、第六兩章,它們是論述關於課堂教學和教學方法的問題,內容比較具體,也較易聯繫實際,學習以後,感到有些收穫。 過去我們學習「教育學」是採取個人閱讀、集體討論的方式。閱讀時間主要在每週兩小時的業務學習時間內。因此對「教育學」的內容,體會不夠深刻,以致在討論時,往往提不出什麼問題,有時就把時間花在理解詞句方面,並不能很好地聯繫自己的教學實際,因而收穫不大。 這學期(今年上半年)開始,我們參照了瀋陽二中「中心發言人」的辦法(見「人民教育」本年三月號「怎樣學習『教育學』? 」一文)進行學習。在第 In this semester, I studied Kluiv’s fifth and sixth chapters of “Pedagogy”. They deal with questions about classroom teaching and teaching methods. They are more specific and easier to relate to practice. After learning, I feel some reward. In the past, we studied “pedagogy” as a way to read and discuss collectively. Reading time is mainly within two business hours per week. Therefore, the content of “pedagogy” is not so profound enough that when we discuss it, we often fail to raise any problems. Sometimes we spend time on understanding words and phrases and we can not properly relate our teaching to practice. Big. Beginning with this semester (the first half of this year), we have consulted the “Center Spokesperson” of Shenyang No. 2 Middle School (see the March March issue of “People’s Education” “How to Study Pedagogy?”). In the first