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人类对大脑的认识,宛如人类对太空的认识,其实知之甚少。我们所信奉的经典心理学、教育学理论,只是依据一定数量的样本,对学生的行为心理、认知特点等所进行的一种合理性假设与验证,并从中抽取出共同的、具有稳定性的反应与表现进行分析和表征。从这个角度来说,在教学研究过程中,我们必须用发展和辩证的眼光看待这些间接的经验与理论,真正俯下身去、扎根于课堂,关注、收集、记录学生的一举一动,用最直接、最鲜活的素材和样本诠释理念、
Human understanding of the brain, like human understanding of space, in fact, little is known. The classic psychology and pedagogy theory we believe are only based on a certain number of samples to conduct a rational hypothesis and verification of students’ behavioral psychology and cognitive characteristics, and draw a common and stable The reaction and performance were analyzed and characterized. From this perspective, in the process of teaching and research, we must treat these indirect experiences and theories in a developmental and dialectical view. We really take ourselves down and take root in the classroom. We pay attention to, collect, and record the students’ every move. , The most vivid material and sample interpretation concept,