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1.科学课的技能训练不等同于劳动课的动手操作过去的劳动课同样提倡动手操作,但与科学课相比,它更提倡在不断重复中得到技能的提升,学生则由不熟练到熟练。作为科学启蒙的科学课则更重视思维训练,学生不仅由不会逐步发展为会,更要明白为什么这样。如《杠杆》一课,学生通过认识杠杆,了解了我们平时使用的钳子、镊子等都属于变形的杠杆。它们有的可以省力,有的不省力。同样是杠杆,在劳动技术课堂中,可能更重要的是如何使用好钳子、镊子。
1. Skill training in science class does not equate to the hands-on operation of the labor class. The past work-class also advocated hands-on work. However, compared with the science class, it promoted the improvement of skills through repeated repetitions, while the students were unskilled . Science as a Science Enlightenment places more emphasis on thinking training. Students will not understand why they will not evolve but will understand why. Such as “lever” lesson, students know the leverage through understanding, we usually use pliers, tweezers and so are all deformed lever. Some of them can be labor-saving, some unconscious. The same is leverage, in the labor class, it may be more important how to use good pliers, tweezers.