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根据教育心理学的研究,各种识,技能之间往往会相互发生作用,已经掌握的知识和技能,对于新知识的学习和新技能的形成会产生某种影响,这就是知识迁移。在语文教学中要让知识转化为能力,推动创造性思维的发展,有必要加强知识迁移的训练。学生从小学到初中再到高中,所学到的语文知识(字、词、句、章、语、修、逻、文)均散见于各册、各课之中,是断续的,但各种知识之间或多或少有一些共同的成分和一般的原理,也有一个循序渐进、一个环节紧扣着另一个环节的科学的编排,因此,在语文教学中,一要充分发挥学生已经掌握的知识对学习新知识所起的积极迁移作用,温故知新;二要尽可能从异中求同,使知识类化,举一反三,触类旁通。一般地说,可以通过类比、类推、归类三条途径组织知识迁移,训练思维的灵活性。一是新旧类比。每教一种新知识时,都尽量联系学生过去已学过的与此相类似的旧知识,找出新旧知识的相同点或相似点,将新旧知识进行类比,以旧带新,促使迁移。比如讲“概念间的关系”时,就可以将它同初中学过的“词义”知识类比。
According to the study of educational psychology, all kinds of knowledge and skills tend to play a role in each other. The knowledge and skills already mastered will have an impact on the learning of new knowledge and the formation of new skills. This is knowledge transfer. In Chinese teaching, to make knowledge into ability and promote the development of creative thinking, it is necessary to strengthen the training of knowledge transfer. Students from primary school to junior high school and then to high school, the knowledge of the language (words, words, sentences, chapters, language, repair, logic, text) are scattered in all books, each lesson is intermittent, There is more or less common elements and general principles among the kinds of knowledge, and there is also a gradual and orderly one part closely linked with the scientific arrangement of the other part. Therefore, in Chinese teaching, one must give full play to the knowledge that the students already possess The positive role played by the learning of new knowledge will lead to a change of life and new ideas. Second, we must try to find the right combination among different people so as to classify knowledge, give top priority and bypass the category. Generally speaking, you can organize knowledge transfer through analogy, analogy and categorization in three ways to train the flexibility of thinking. First, the old analogy. Whenever a new kind of knowledge is taught, it tries its best to contact the old knowledge similar to what the students have learned in the past to find out the similarities and differences between new and old knowledge. For example, when talking about the relationship between concepts, you can compare it with the “lexical” knowledge of junior high school.