论文部分内容阅读
(一)教學要從學生實際情況出發。我才到工農速成中學教書的時候,只知道學生政治覺悟高,能夠自覺地積極地學習,可是並沒有考慮如何在教學當中啟發學生積極的自覺的學習精神,使學生從心裏喜愛學這門科學,並認識學習這門科學的目的。例如在我講植物第一課的時候,就沒有預先了解一下學生,然後依據教材並針對學生具體情況來組織教學內容,而是機械地在課堂上復述教材。我先講植物界是非常廣大的,接著在黑板上寫了許多植物的名字,我看到有許多學生用奇疑的眼色看著黑板;我又講了一下研究植物必須瞭解植物生活條件……學習植物,為了改造祖國自然,要向米丘林學習。課堂的空氣很沉悶,下課以後學生說:「意思倒懂,就是不大好記。」有的學生說:「是不是能把主要的東西寫幾條讓咱們記到筆記本上?」很顯然,這一課教的很失敗。我所講的已經離開了學生實際生活,離開了學生的實際文化程度,因為我們
(A) teaching starting from the actual situation of students. Only when I was teaching at the Workers ’and Peasants’ Quick-Aided Secondary School only knew that the students were politically awake and able to learn actively and consciously but did not consider how to inspire students to actively and consciously learn from their teaching so that students would love to learn this science from the heart And recognize the purpose of learning this science. For example, when I talked about the first lesson of plants, I did not know the students in advance. Instead, I organized the teaching contents according to the teaching materials and specific to the students. Instead, I mechanically repeated the materials in the classroom. I started with the plant kingdom is very broad, and then wrote a lot of plants on the blackboard name, I saw many students with suspicious eyes looking at the blackboard; I talked about plants must understand the living conditions of plants ... ... Learn plants, in order to reform the natural motherland, to learn from Michurin. The air in the classroom was boring. After the class, the students said: “Some people do not understand what they mean.” Some students said: “Is it possible to write a few of the major things for us to record in a notebook?” Obviously, A lesson is a failure. What I am talking about has left the students ’actual life and left the students’ actual literacy because we