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课堂教学中存在着各种各样的信息交流模式。可以说,整个课堂教学过程就是一个完整的信息传递系统(见图一)。在这里,教师是信源,学生是储备箱,信息交流模式是信道。显然,如何使这一信息传递系统恰当而有效的运行,就成了课堂教学中的一个关键问题。信源→信道→信宿→反馈 图一 按照信息论的观点,信源必须与信道、信宿同构,信息才可输出反馈。假如教师在教学过程中不研究自身的特点、不考虑学生的特征,不从实际出发,仅仅采用单一的乏味的信息传递模式,往往会导致学生厌学,影响教学效果、效率与效益。即使教师再努力,也只能是收效甚微。究其原因,事实上主要在于信源、信道、信
There are various modes of information exchange in classroom teaching. It can be said that the entire classroom teaching process is a complete information delivery system (see Figure 1). Here, the teacher is the source, the student is the reserve box, and the mode of information exchange is the channel. Obviously, how to make this information delivery system operate properly and effectively has become a key issue in classroom teaching. Source → Channel → Sink → Feedback Figure 1 According to the information theory point of view, the source must be isomorphic with the channel and sink, and the information can output feedback. If teachers do not study their own characteristics in the teaching process, do not consider the characteristics of the students, and do not proceed from reality, adopting only a single tedious information transfer model will often lead to students becoming tired of learning and influencing teaching effectiveness, efficiency and effectiveness. Even if teachers work hard, they will only have little effect. The reason for this is actually the source, the channel, and the letter.