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有些问题例如课堂教学联系生产、参观、课外小组等在前一部分里已经谈过,这里不再重复。一、课堂教学中的直观教学 1.教师应用了多种多样的直观教学方式,而且彼此间密切配合,组成了完整而紧凑的课。例如: (1)列宁格勒第一师范四年级“焦耳-楞决定律在实际上的应用”一课上,教师在讲保险丝、白炽电灯、电熔炉时使用了幻灯,讲电弧时做了二次演示说明怎样产生电弧和电弧的高温,讲白炽电灯和电弧时还发下了实物(各种样式的电灯泡和炭棒)让学生传观,最后讲电焊时放映了电影,通过电影广泛地介绍了电焊在生产上的应用情况(详见附録:听课课堂记録)。
Some issues such as classroom teaching, production, visits, extracurricular groups, etc. have already been discussed in the previous section and will not be repeated here. First, the visual teaching in classroom teaching 1. Teachers applied a wide range of intuitive teaching methods, but closely cooperate with each other to form a complete and compact class. For example: (1) In the lesson of “Practical application of Joule-Leung Decide Law” of the fourth grade of Leningrad Teachers’ Year I, teachers used slides for fuses, incandescent lamps and electric melting furnaces, The demonstration shows how to generate the high temperature of the arc and the arc. The incandescent lamp and the arc are also sent in kind (various styles of light bulbs and charcoal rods) for the students to pass the view. Finally, when talking about the welding, the film is shown and the movie is introduced extensively The application of welding in the production (see Appendix: Listening classroom records).