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“思维自疑问和惊奇开始。”疑点是点燃学生思维的火种。学生在认知活动中常常会遇到一些难以解决、疑惑的问题,并产生一种怀疑、困惑、探究的心理状态。这种心理状态又驱使学生积极思维,不断质疑、释疑、拓疑。在教学中可以通过多种渠道培养学生的求疑能力,从而达到发展思维的目的。在预习中质疑,沟通求疑信息;在讨论中释疑,体验知识形成过程;在练习中拓疑,深化求疑成果;在课后反思中质疑,发展思维能力。
“Thinking begins with doubts and surprises. ” Doubt is the ignition kindling students thinking. Students in the cognitive activities often encounter some difficult to solve, puzzled questions and produce a kind of suspicion, confusion, to explore the psychological state. This state of mind and drive students to actively think, constantly questioning, interpretation, extension of suspicion. In teaching through a variety of channels to develop students’ suspicion ability, so as to achieve the purpose of developing thinking. In the preview of the questioning, communication and suspicious information; in the discussion of doubt, experience the process of knowledge formation; knowledge in practice, deepen suspicious results; questioned in class after reflection, the development of thinking skills.