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一討論、辯論题目选得恰当与否,对于討論、辯論质量的好坏是起着重大作用的。我們认为,应該选择具有普遍性的、大是大非的、而又比较容易引起爭論的問題。題目的选定,还应根据每个单元的教学目的和教材要求,紧紧圍绕这个单元所要解决的关鍵問題。例如在讲授“目前形势和学生的任务”时,主要是要解决“紅”与“专”的关系問题。圍繞这个中心,我們便給不同班級布置了不同的討論、辯論題目。象甲班的题目是:又紅又专是否应该因人制宜?乙班的是:学习好是否就算政治好?……这些題目都是备班在座談会中自己提出来的,并且曾經引起一定爭論的問题。在选定討論、辯論題目时,只少有以下三点是值得注意的: 1.远离教学目的、要求的問題或细枝末节的問题不宜做討論、辩論的題目。这样的題目,不論怎样吸引人,不論爭辯得怎样热烈,但总是沒有多大好处的。我們曾有过几次失敗的教訓:在学习第一单元时,本来应該解决“紅”与“专”的关系問題,可是有一个班却
A discussion, the topic is properly selected or not, for discussion, the quality of debates is playing a significant role. In our opinion, the issue of universality, nonsense and relatively easy-to-argue should be chosen. The selection of topics, but also according to the teaching objectives of each unit and teaching requirements, closely around the key issues to be solved by this unit. For example, in teaching “the current situation and the tasks of students”, the main problem is to solve the relationship between “red” and “special”. Around this center, we have arranged different discussions and debates for different classes. Classes like the class is: red and professional should be based on the system? B class is: learning is good even if politics? ... These topics are preparatory classes raised by the forum itself, and has caused Some controversial issue. In the selection of discussion, debate topics, only the following three points is worth noting: 1. Away from the teaching purposes, the requirements of the issue or details should not be discussed and debated topics. Such topics, no matter how attractive, no matter how enthusiastic the arguments, are always without much benefit. We have learned a few failed lessons: When studying the first module, we should have solved the problem of the relationship between “red” and “special”