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学生的问题意识淡薄是制约其创新能力培养的重要因素,培养学生的问题意识一直受到中外学者的高度重视。早在两千多年前,我国的大教育家孔子就要求自己的学生“每事问”,认为“疑是思之始,学之端”。著名科学家爱因斯坦指出:“提出一个问题往往比解决一个问题更重要。”由于我国的传统教育观念根深蒂固,以及长期以来的“应试教育”模式养成了学生怯于标新立异的从众心理,学生在经历了教育过程后,只是熟悉了一些现成结论并形成对这些结论确信无疑的心向。在教育实践中,教师不提倡、不鼓励、不善于引导学生质疑问难,视学生为问题的应答者。从而挫伤了学生的求异精神,禁锢了学生的思维,扼杀了学生的个性和创造性。导致了学生的学习成了纯粹被动地接受、记忆书本知识,不习惯于思考,更不习惯于怀疑和考证,问题意识普遍比较淡薄,创新意识明显不足。笔者结合物理教学分析影响学生问题意识的因素如下:
Students ’problem awareness is an important factor restricting their ability to innovate. Students’ sense of problem has always been highly valued by Chinese and foreign scholars. As early as two thousand years ago, Confucius, a great educator in our country, demanded that his students “ask everything,” saying that “suspicion is the beginning of thinking, the end of learning.” Famous scientist Albert Einstein pointed out: “It is more important to put forward a question than to solve a question.” Because of the deep-rooted traditional education concept in our country and the long-time “examination-oriented education” model, students are shy of unconventional mentality. After going through the educational process, we are only familiar with some off-the-record conclusions and form the heart of confidence in these conclusions. In educational practice, teachers do not advocate, discourage, not good at guiding students to question the difficulties, depending on the students as the respondents. Thus dampening the student’s spirit of seeking forgiveness, imprisoned students’ thinking, stifled the student’s personality and creativity. The result is that students’ learning becomes purely passive. Memory of books is not accustomed to thinking. They are not accustomed to doubts and textual research. The problems awareness is generally weak and the awareness of innovation is obviously insufficient. The author combines the physical teaching analysis of the factors that affect students’ problem awareness as follows: