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课堂教学是以“学”为主体、“教”为主导的师生双边活动,课堂教学的质量优劣取决于教师对教材的“认识度”、“教学度”和学生对知识的“接受度”“、理解度”。这就要求教师在教学中不仅要充分发挥学生的主体作用和创新精神,更要从教材体系处入手,在认知规律上着力。一、挖掘教材内容中的形象素材,给学生以“感知”理性的思考来自于感性的认识,直观、真实的感受与感
Classroom teaching is based on “learning ” as the main body, “teaching ” as the mainstay of the bilateral activities of teachers and students, the quality of classroom teaching depends on the quality of teachers’ “knowledge ”, “teaching And students’ knowledge of ”acceptance“ ”, degree of understanding “. This requires that teachers in teaching not only give full play to the students the main role and innovative spirit, but also start from the textbook system, focusing on the law of cognition. First, excavate the image material in the textbook content, give students ”“ perception ”rational thinking from the perception of cognition, intuitive, real feelings and feelings