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有人作过一个比方,情感对于思维,犹如能源与发动机,没有能源,再好的发动机也无法启动。良好的情感氛围,能赋予学生愉快积极的情绪,使学生大脑皮层处于兴奋状态,主动参与教学活动,积极思维,作为课堂气氛创设和保持的主导者,教师在提间时应努力做到: 保持良好的提问心境。良好的提问心境是教师愉快教学,自觉确立学生是学习主体的意识和“向”为“学”服务的提问观的表现。设问既要考虑怎样教,更要考虑学生怎样学,把为学服务作为设问的出发点,使设问成为实现学为主体的保证,让学生享受到自主探究、思考和发现的乐趣。教师还必须认识到,设问是为了引导学生思维,开启学生心扉,获取反馈信息的手段,切忌把设问作为考问学生,甚至为难学生的手段。当学生回答欠缺时,要以宽容、体谅的态度启迪他们,引导学生更深入细致地思考问题,努力培养学生积极的答问心理、形成民主、融洽的师生关系。
Some people have made an analogy. Emotions are thinking. They are like energy and engines. They have no energy. Even the best engine cannot start. A good emotional atmosphere can give students happy and positive emotions, make the students’ cerebral cortex excited, actively participate in teaching activities, and actively think. As the leader in the creation and maintenance of the classroom atmosphere, teachers should strive to maintain: Good questioning mood. A good questioning state of mind is that the teacher is happy to teach and consciously establish that the student is the consciousness of the learning subject and the expression of the question of “serving” to “learn”. The questioning should not only consider how to teach, but also consider how the students learn. The service of learning is taken as the starting point for the questioning. The questioning becomes the guarantee of the realization of the subject, and the students enjoy the pleasure of independent inquiry, thinking and discovery. The teacher must also realize that the question is designed to guide students’ thinking, to open the students’ minds, to obtain feedback information, and to avoid asking questions as a means of questioning students and even making them difficult for students. When students are short of answers, they should enlighten them with a tolerant, considerate attitude. They should guide students to think more deeply and carefully, and strive to cultivate students’ positive questioning ethos and form a democratic and harmonious teacher-student relationship.