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教学中常常发现不少该让学生动脑动手动口的地方,却被老师“抢”去了。此类情况,实在令人为之惋惜。因为从表面和眼前看,教师“抢”去的是学生某次动脑动手动口的机会,但从根本和长远看,教师“抢”去的却是学生积极主动的学习精神。权衡利害,这种“抢”法实在是得不偿失的。与这种“抢”法相反的是太原十中韩柔老师的“五让法”:书本让学生读;创见让学生讲;重点难点疑点让学生议;规律让学生找;总结让学生写。其实“五让”也好,“十让”也好,可贵之处就在几个“让”字上。它同前面提及的“抢”字针锋相对;它击中了传统教学中教师包揽一切的主要
Often found in the teaching of many students should be motivated mouth, but the teacher “grab” went. This kind of situation is indeed a pity. Because from the surface and the immediate view, the teacher “grab” to go to the students a brainchild opportunity, but from a fundamental and long-term perspective, teachers “grab” to go is the student proactive learning spirit. Weigh the interests, this “grab” law is worth the candle. Contrary to this “grab” method, Taiyuan ten Chinese and South Korea soft teacher “five let law”: the book for students to read; Transcend let students talk; the key difficult doubts for students to discuss; the law for students to find; summed up for students to write. In fact, “five let” Ye Hao, “ten let” Ye Hao, valuable in a few “let” on the word. It is diametrically opposed to the word “grab” mentioned earlier; it hit the main part of the traditional teaching where the teacher took everything