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问题是启发学生探索认知的基本工具。但是课堂教学中问题怎么设计?在哪里提问却大有学问。如果提问不能有效结合知识的关键肯綮,不能抓住学生的认知特点肯定无法激活学生的主观能动性。这就需要我们认真研究班级学生的认知规律,然后有针对性地整合教学内容,抓住学生认知和知识肯綮的契合点,以形象、灵动的方式设置问题,启发和驱动学生深入探索学习,生成运用能力。鉴于此,笔者联系这几年的生物教学经验结合案例分析怎样设置问题来引导学
The problem is the basic tool that inspires students to explore cognition. However, how to design problems in classroom teaching? If the question can not be effectively combined with the key to Kennedy’s knowledge, can not grasp the cognitive characteristics of students certainly can not activate the students’ subjective initiative. This requires us to carefully study the cognitive rules of the students in the class, and then targeted to integrate the teaching content, to seize the cognitive point of knowledge and knowledge of the meeting point to set the image, smart way to inspire and drive students to explore learning , Generating ability to use. In view of this, the author in the past few years of biological teaching experience combined with case analysis how to set the problem to guide the study