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利用直观教具进行教学,是化学教学的特征。在教学中使用直观教具,仅是教学中的一种手段,而不是教学的目的,因为它只能给学生感性知识。因此,必须通过这种感性认识,充分启发学生积极思维,从而提高到理性认识,才能使学生自觉地掌握那些知识。否则就不能使学生自觉地接受知识,因而影响了知识的巩固,也就削弱了直观教具的作用。有些学生,对过去曾用实验证明而学得的知识,理解得不够透澈,甚至很快遣忘,就是由于过去不能很好地利用直观教具,充分启发学生积极思维,形成利用直观教具形式主义的倾向所致。那末怎样利用直观教具充分启发学生的积极思维从而达到预定的教学目的呢?总的说来有两个主要因素:一是与利用直观教具怎样配合启发、分析、讲解,一是与怎样恰当地提出记发性问题等有关。兹分述如下:
The use of visual aids for teaching is a characteristic of chemistry teaching. The use of visual aids in teaching is only a means of teaching, not of teaching, as it only gives perceptual knowledge to students. Therefore, it is necessary to fully inspire students’ positive thinking through this perceptual knowledge so as to enhance their understanding of reason so as to enable students to grasp those knowledge consciously. Otherwise, students can not be consciously accepted knowledge, thus affecting the consolidation of knowledge, it weakens the role of visual aids. Some students, who used to experimentally prove that what they learned in the past, did not understand enough or even forgotten because the past did not make good use of visual aids and fully inspired students’ positive thinking and formed a system of using visual aids formalism Due to the tendency of. How to use visual aids to fully inspire students’ positive thinking so as to achieve the intended purpose of teaching? There are two main factors in total: First, how to cooperate with visual aids to inspire, analyze and explain, and first, how to properly put forward Memory issues related. Here are the points: