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过去我们学习苏联先进的教学理论与经验总是不能把这些宝贵的理论与经验结合自己的教学实践灵活的来运用,特别是在课程类型这一方面,往往是生搬硬套,机械的搬用环节,有时教材分量较重,而且学生对本堂所要应用的旧知识已经比较熟习的了,根据这个教材的特点和学生掌握旧知识的情况,本来不需要在讲解新课之前进行复习提问了,但是总觉得在一堂课中缺少一个环节就好像这一堂课不完整似的,这样一来,
In the past, when we studied the advanced teaching theories and experiences of the Soviet Union, we could not always use these valuable theories and experiences in combination with our own teaching practices flexibly. In particular, in terms of curriculum types, it is often applied in a nutshell, the use of machinery, and sometimes textbooks. The weight is heavier, and the students are familiar with the old knowledge to be used in this school. According to the characteristics of this teaching material and the students’ knowledge of the old knowledge, they do not need to ask questions before reviewing the new lesson, but they always feel that they are in a classroom. The lack of a link in the class is like this lesson is not complete, so that