在编写学案和使用学案的实践过程中,笔者注意到,如果能结合一些常见的教育心理学知识来编写和运用学案,可以达到更好的课堂教学效果。一、合理安排教与学的时间,避免“超限效应”心理学家实验发现:初中学生听讲的注意力随时间发生变化,讲课开始时,学生注意力逐渐增强,中间有一段平稳状态,随后开始分散。例如一道需要讲解24分钟的题目,老师讲解不超过4分钟时,学生的注意力指数可以保持不低于45。也 In the course of writing the study case and using the case study, the author noticed that if we can combine some common educational psychology knowledge to write and use the case, we can achieve better classroom teaching results. I. Arrange time for teaching and learning reasonably and avoid “excessive effects”. “Psychologists found out that the attention of junior high school students changes with time. At the beginning of the lecture, the students’ attention gradually increases and there is a steady state in the middle. , Then began to disperse. For example, when a teacher needs to explain a 24-minute question, the student’s attention index can be maintained at no less than 45 if the teacher does not explain more than 4 minutes. and also