教育心理学告诉我们:观察是一种有目的、有计划、主动的并有思维参与的知觉过程。在日常教学中,我们不难发现,学生对知识的感知效果在很大程度上取决于观察能力的发展水平。那些观察能力较强的学生,在观察事物时能“觉察出”事物的重要特征与细微差别,因而他们的知识较丰富。而那些观察能力较弱的学生,尽管他们也在认真地观察,却往往“觉 Educational psychology tells us that observation is a conscious, planned, active and thought-taking process of perception. In daily teaching, we can easily find out that the perceived effect of students on knowledge depends to a large extent on the level of development of observational skills. Students who are more observational have important characteristics and subtle differences in their perception of things, so their knowledge is richer. Those students with weaker observation ability, though they are also careful to observe, often feel ”