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在苏联教学法中,主要有五项教学原则,其中一项就是系统性原则。所谓系统性原则,主要承认客观事物内部都有它自己的法则性和规律性,各科教材本身也都存在这种法则性和规律性。例如植物学教材就是这样(参考生物学通报1956年2月号44页),动物学教材也不会例外。因此教者应该根据教材本身这种规律性,把教材加以分析组织整理,使它条理化、系统化,俾使学生容易接受和记忆,并使学生能得到系统的科学知识。至於初中动物学教材科学知识系统的编排,大致和植物学教材的系统性相似。前头有绪论,最後也有结论。甚至绪论中的内容和层次也都和植物学相仿。譬如,首先也是阐明甚麽是动物学,即研究动物和管理动物的科学。接着也是通过动物界居处广大种类繁多,说明动物界存在的复杂情况,并由此导出研究动物学的方法,即通过动物体和它生活条件的统一来理解或控制它们的生活、变化和发展。任何动物的生活
In the Soviet teaching method, there are mainly five teaching principles, one of which is the systematic principle. The so-called systematic principle, the main recognition of objective things have their own internal laws and regularities, all textbooks themselves also exist in this regularity and regularity. This is the case, for example, in the case of botany (Reference Bulletin of Bulletin, February, 1956, p. 44), and zoological texts are no exception. Therefore, the teacher should analyze and organize the teaching materials according to the regularity of the teaching materials themselves so as to make them systematized and systematized so as to make the students easy to accept and remember and to enable students to acquire systematic scientific knowledge. As for junior high school zoology textbook scientific knowledge system arrangement, roughly and botany textbook system similar. At the beginning of the introduction, the final conclusion. Even the content and level of the introduction are similar to that of botany. For example, first and foremost, clarify what zoology is, the science of studying animals and managing animals. Then through the wide range of animal habitats, it illustrates the complex situation in the animal kingdom and derives the method of studying zoology by comprehending or controlling their life, changes and development through the unification of the animal body and its living conditions . Any animal’s life