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按照认识论原理,学生要学会新的知识,通常要经过两个步骤:了解、掌握新知识;实践运用新知识在认知过程中,这两个步骤都不可或缺。然而,在应试教育中,我们注重实践运用的程度超出了了解、掌握新知的程度:一个公式、一条定律、一点结论以很快的速度直接摆在学生的面前;接着,铺天盖地的习题接踵而至。学生沉入茫茫题海、苦练强磨,最终以机械的方式、条件反射的感觉、固有的思维模式解开了一道又一道的“难题”;其后果是学习“好”的学生,知
According to the principle of epistemology, students should learn new knowledge, usually through two steps: to understand and master new knowledge; practice the use of new knowledge in the cognitive process, these two steps are indispensable. However, in the examination-oriented education, we pay more attention to the practical application of knowledge beyond the grasp of the degree of new knowledge: a formula, a law, a little conclusion in a very fast and direct placement in front of students; then, overwhelming exercises followed . The students sink into the vast sea, practice hard grinding, and finally to mechanical way, the feeling of conditioned reflexes, inherent mode of thinking solved one after another “problem”; the consequences of learning “good ” Student