论文部分内容阅读
唐朝著名教育家韩愈在《师说》中概括教师的任务是“传道、授业、解惑。”可见,自古以来“解惑”便是教师在教学中起主导作用的一个重要方面。但是,“解惑”之妙何在?仍是一个值得探究的课题。先从近来碰到的一件事讲起。某大学的两位教师先后给一个班的学生辅导《物理》课。有的人反映,甲老师上答疑课时“偷懒”,讲的内容比乙老师少,而向学生提问却比乙老师多。结论是:乙比甲的教学态度好,教学水平高。教研室主任没轻信这个结论。他几次到班上找学生了解这两位老师答疑的效果。大多数学生反映,
The famous teacher of education in the Tang Dynasty, Han Yu, summarized the teacher’s task in Teacher’s Theory as “preaching, teaching, and doubting.” Therefore, “doubting” has been an important aspect of teacher’s teaching since ancient times. However, what is the best solution to the problem? Start with a recent incident encountered. Two teachers at a university have successively given “tutoring” classes to students in a class. Some people said that Teacher A was “lazy” when answering questions and said that there were fewer teachers than Teacher B. There were more questions to students than Teacher B. The conclusion is: B than a good teaching attitude, high level of teaching. Teaching director did not believe this conclusion. He went to the class several times to find out about the effect of the two teachers answering questions. Most students reflect,