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课堂讨论法作为一种发展学生主体性、培养学生创造性的教学方法被广大教育工作者所接受。教学中,以小组或全班方式开展讨论能提高教学质量,有助于培养学生的创新意识。由此,课堂讨论便以其独特的优势走进了自主学习、合作学习、探究学习的阵营,并逐步成为自主、合作、探究学习活动的中心环节。然而,实际教学中,讨论并不是适合于任何课堂的灵丹妙药,运用中也存在许多问题,如不能准确找到有讨论价值的问题;题目太容易,没有讨论的必要;题目太难,学
Classroom discussion as a method to develop students ’subjectivity and cultivate students’ creativity is accepted by the majority of educators. Teaching, group or class discussion can improve teaching quality, help to develop students’ sense of innovation. As a result, classroom discussions have entered the camps of autonomous learning, cooperative learning and inquiry learning with their unique advantages and gradually become central to independent, cooperative and inquiry learning activities. However, in actual teaching, the discussion is not a miraculous cure for any classroom. There are also many problems in its application. For example, it is not easy to find a topic of discussion; the topic is too easy and there is no need for discussion; the topic is too difficult to learn