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暗示教学这种教学形式的特点是在教学过程的开端甚至结束,并不直接提出“学习什么”,而是创造一种情(?),把学生引入某种身临其境的环境条件,激发他们急于参与活动的心理需要、直接兴趣和动机,启迪他们产生相应的情感、想象和思维,使他们自然而又必然获取某种知识和技能,或受到道德陶冶审美教育。在教学过程中利用暗示,能把学生有意识心理活动同无意识心理活动结合起来,从而大大地发挥学生的智慧潜力。因此,在《琥珀》一课的教学中,我进行了这方面的尝试。
It implies that the teaching of this form of teaching is characterized by the beginning or even the end of the teaching process, not directly “what to learn”, but to create a kind of love (?), The students into some kind of immersive environmental conditions, stimulate They are eager to participate in the activities of the psychological needs, direct interests and motives, inspire them to produce the corresponding emotions, imagination and thinking, so that they naturally and inevitably access to some kind of knowledge and skills, or morally aesthetic education. The use of hints in the teaching process, students can conscious mental activity combined with unconscious mental activity, which greatly give play to the potential of students' wisdom. Therefore, in “Amber” class teaching, I conducted this attempt.