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在高等師範學校里,生物教学法和其他各科教学法一樣,是一門很重要的課程。我認為,它是一門科學,同時,也是属於教育科學範疇內的一門學科。從在教學計划內所屬的類型來说,它不是動、植物学的輔助課,也不是教育學的輔助课,更不是一般的基礎課。它有自己的內容、方法、根据,有自己所研究的所探求的獨特的規律。然而我們有的教師對於这門課程的性質的認識還不一致,因之,在編寫大綱、教材和進行課堂教學上就存在着一些問题。首先,在我们自编的和幾份交流的教材上有重覆教育學內容的现象。如教育学講「教学過程的概念」,生物教學法中也講,那真是一般地講,這里也是一般地講;教育學汎论「教學原則」,这里也仍然汎論教學原則;教育學概括地講「評定知識的原則」,這里也是概括地講評定知識的原則;教育学讲「上課是學校教學工作的基本組織形式」,這里也由班級授課制開始一直講到如何完成家庭作業。即在同一生物教學法的教材中,總论重覆各論,各論重覆總論的情况也是不少的。如關於「中學生物教學大綱」,總论講,各論也講;動物部分讲,植物部分也講,等等。這是目前自编教材的一个嚴重缺點。它浪费了一部分的教学時間,降低了學生的學習興趣,削弱了這門課程应體現的和應完成的目的和任務。同樣,在我們的教材中,也有重覆生物学內容的现象。如有的教師主張,教學法是為了解决中學教學實際問題的,搞通了中學教材,就是完成了這門課程的主要任務。在這種思想支配下,生物教學法就變成了「中學生物教材研究」或是「中学生物教材詳解」了。於是,以中學教材為中心,又差不多叙述了一遍有关專業課本身的问題。这也是目前自编教材的一个缺點。
In higher normal schools, biology pedagogy, like all other pedagogies, is an important lesson. In my opinion, it is a science, but also belongs to the discipline of education science. From the type of teaching plan belongs, it is not an auxiliary class of animals and plants, nor is it an auxiliary lesson of pedagogy, nor is it a general basic course. It has its own content, method, basis, has its own study of the unique laws of exploration. However, some of our teachers do not understand the nature of this course. Therefore, there are some problems in compiling the outline, teaching materials and conducting classroom teaching. First, there is a repetition of pedagogical content in our own textbook and in several exchanges. As in pedagogy, “the concept of teaching process” is also stated in the teaching of biology. It is generally speaking that this is also generally speaking. Pedagogy generally discusses the principle of teaching, and teaching principles are still broadly discussed here. Pedagogy generally The principle of assessing knowledge is also discussed here. The principle of assessing knowledge is also summarized here. In pedagogy, “class is the basic form of organization of school teaching.” Here, too, how to complete homework begins with the class-based lecture. That is, in the teaching materials of the same biology teaching method, there are quite a few cases in which the general theory repeats each theory and the various theories repeat the general theory. As for the “Biology Teaching Outline for Secondary Schools”, in general, the various theories are also addressed; in the part on animals, the part on plants is also said, and so on. This is a serious shortcoming of self-compiled textbooks. It is a waste of part of the teaching time, reducing students’ interest in learning, weakened the course should reflect and should accomplish the purpose and tasks. Similarly, in our textbooks, there is a phenomenon of repeating the biological content. If some teachers advocate that the teaching method is to solve the practical problems of middle school teaching, engaging in middle school teaching materials is the main task of completing this course. Under the control of this kind of thinking, biology teaching method has become “middle school biology textbook research” or “middle school biology textbook detailed”. As a result, secondary school teaching materials are centered around the subject of the specialized course almost once again. This is also a shortcoming of the current self-teaching materials.