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生物课教师如果只将结论性的教材内容照搬到课堂,学生的思维便只能停留在一般的整理性思维的水平上,这不符合创新教育的作法。教师必须高度注重知识发生过程的分析和研究,围绕专家“发现”时的思维情境,设计出创新情境,引导学生进行“发现学习”;提出创新型问题,引导学生进行“意义学习”;策划创新型作业,诱发学生在实践中创造。
If the biology teacher only copies the concluding textbook content into the classroom, the student’s thinking can only stay at the level of normal collation thinking. This does not meet the practice of innovative education. Teachers must attach great importance to the analysis and study of the process of knowledge generation. They should design innovative situations and guide students to carry out “discovery learning” around the “thinking” situation of the experts. They should propose innovative problems and guide students to “meaning learning”; planning and innovation. Type work, inducing students to create in practice.