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在课堂教学中,思维贯穿于整个学生学习活动的始终。学生学习知识,核心环节是理解,在理解一环,学生运用已有的经验、知识去探究新事物,认识事物内部的联系,逐步深入事物的本质规律。但理解的实现更是要通过思维,因为认识活动要深入揭示事物的本质,不是单纯地依靠感知。单纯依靠感知,所得只是一时的、粗浅的表象;理解才能把握事物的脉胳走向,也有助于今后更好的学习探究,它既是思维的过程,也是思维的结果。抓住思维能力的培养,也就抓住了课堂教学的重点。
In classroom teaching, thinking runs through the entire student learning activity. Students learn knowledge, the core link is understanding, in the understanding of the ring, students use the existing experience, knowledge to explore new things, understand the internal relations of things, and gradually deepen the essence of the laws of things. However, the realization of understanding is through thinking, because cognitive activities must reveal the essence of things in depth, instead of relying solely on perception. Relying solely on perception, the gain is only a temporary, superficial representation; understanding can grasp the veins of things, and it also helps the future to learn better. It is both the process of thinking and the result of thinking. Grasping the cultivation of thinking skills also captures the focus of classroom teaching.