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古希腊哲学家普鲁塔戈早在3000年前就讲过:“头脑不是一个要被填满的容器,而是一个需要被点燃的火把。”学校的教学与活动是要通过老师和学生的的相互作用来实现的,而真正的相互作用往往需要一些行之有效且新颖独特的方法来催化。老师在教学中应通过一些有效的方式,激发学生探索知识的潜能,调动学生的学习积极性、主动性,使学生不但能按书本的内容理解课堂知识,更要能做到主动思考发现知识的来龙去脉,明白其背后的道理和客观的规律,从而达到举一反三的效果,让课堂上一次普普通通的知识传播能实现事倍功半的作用。那么,怎样才能在课堂上激发学生的学习潜能呢?如何能让学生在相对枯燥的课本知识中发现独特的兴趣所在?对于水平参差不齐的学生,如何才能让他们每一人都能在学习中获得最佳的效果?在课程改革的实验教学中,我根据长期以来的实践经验,作了如下几点尝试,取得了不错的效果:
As early as 3000 years ago, the ancient Greek philosopher Plutatu said: “The mind is not a container to be filled, but a torch that needs to be ignited.” The teaching and activities of the school are carried out through teachers and Students interact to achieve, but the real interaction often requires some effective and innovative new method to catalyze. Teachers in teaching should be effective ways to stimulate students to explore the potential of knowledge to mobilize the enthusiasm of students learning initiative to enable students to not only understand the content of the book classroom knowledge, but also be able to do the active thinking of discovering the context of knowledge , Understand the truth behind and the objective laws, so as to achieve the goal of “giving top priority to others”, so that an ordinary knowledge dissemination in class can achieve a multiplier effect. So how can students be motivated to learn in class? How can students find their own unique interest in relatively boring textbook knowledge? How can students with different levels be able to learn from each other? Get the best results? In the experimental teaching of curriculum reform, I made a few attempts based on my long-standing practical experience and achieved good results: