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有些教师讲课往往犯平铺直叙、现象罗列的毛病,这样会使学生听讲的情绪消沉,难以造成深刻的观念,更难形成巩固的概念。所以了解学生意见时往往是:“讲过的找不出重点,记不住。”学生的这些意见一部分是正确的。他们要求教师讲课“有重点。”但他们希望的重点是:“老师将一节教材的某一个结论或某一中心问题,用几句话来说明,并让他们划下记号或抄下来。下节课就问这几句话,他们便得五分。……”有些教师迎合了学生的这种心理,认为这种作法是对的。在学生心目中也认为这样讲解是“有重点”了。但这样对学生的思维发展和知识的增长,显然是有害的。现在根据我听课的一个例子,来谈一谈我对教材的系统性和突出教材重点的一点体会。这个例子是讲初中化学“物质不灭定律。”
Some teachers often make mistakes in narration and narration, which can depress the students’ emotions and make it difficult to create profound concepts and make it harder to form a consolidated concept. Therefore, students often understand the views: “Speaking can not find the focus, I can not remember.” The students part of these opinions is correct. They asked the teachers to give lectures “but the point they wanted was:” The teacher explained a certain sentence or a central question in a piece of textbook with a few words and made them mark or copy. When the class asked these few words, they got five points .... “Some teachers catered to the students’ psychology and considered it right. In the minds of students think this explanation is ”focused.“ However, this is obviously harmful to the development of students’ thinking and knowledge. Now based on an example of my lectures, I will talk about my systematic understanding of the textbooks and highlighting the teaching materials. This example is about junior high school chemistry, ”the law of immortality."