【摘 要】
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我国古代“学起于思,思源于疑”的提法深刻地揭示了疑、思、学三者的关系。著名教育家陶行知“发明千千万,起点是一问。禽兽不如人,过在不会问。智者问得巧,愚者问得笨”之说
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我国古代“学起于思,思源于疑”的提法深刻地揭示了疑、思、学三者的关系。著名教育家陶行知“发明千千万,起点是一问。禽兽不如人,过在不会问。智者问得巧,愚者问得笨”之说说明了生物教学中培养学生提出问题的重要性:科学知识的增长永远始于问题,终于问题,提出问题是“有效教
In ancient China, the formulation of “learning from thinking and thinking originating from doubt” profoundly revealed the relationship among doubt, thinking, and learning. Well-known educator Tao Xingzhi “invented tens of millions, starting from a question. Animals and animals are not as good as human beings. There is no way to ask them. The wise person is very clever and the fools are stupid.” This explains the importance of cultivating students’ problems in biology teaching. Sex: The growth of scientific knowledge will always begin with problems and finally problems. Asking questions is "effective teaching.
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