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启发式教学可使教学过程更为科学而有效。例如,关于地球绕日公转的线速度,高中教材在给出“平均每秒钟约为30km”的数据后,接着给出如下结论:“在近日点时公转速度较快,在远日点时较慢。”课堂上教师一般结合图形直接讲述这一结论,很少做解释。结果学生也只满足于书本上现成的结论,很少有人大胆质疑:“为什么不能正好相反呢?” 当我在课堂上提出此问时,学生都抬头看着我,注意力开始集中。当我接着提出“我们不妨证明一下”时,所有学生都为这个大胆的建议所吸引。虽然他们表情各异:或
Heuristic teaching makes the teaching process more scientific and effective. For example, regarding the line speed of the Earth orbiting around Japan, the high school textbooks, after giving data of “about 30 km per second on average,” then come to the following conclusion: “The speed of the revolution is faster at the nearest point, and it is higher at the far point. “Slow.” Teachers in the classroom generally directly describe this conclusion in combination with graphics and seldom explain it. As a result, the students were only satisfied with the ready conclusions in the book. Few people questioned boldly: “Why not the opposite?” When I asked this question in class, the students looked up at me and their attention began to concentrate. When I went on to say, “We may wish to prove it,” all the students were attracted to this bold proposal. Although they have different expressions: or