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鑽研教材的過程在我們鑽研教材的過程中,會經發生下面一些情况:一種是新課本推行以前,教師們主觀上有即刻改革教學內容的想法,因而讀到一些新知識便不加選择地生硬地補充到舊教材中去。有時教師看了哲學著作也搬用其中的句子,如講授細胞原生質時便教條式地引用「生命是蛋白質的存在形態」。講授生命现象時又生硬地叙述「生命是包含着種種矛盾的統一體,生命现象是矛盾發展的過程,是物質運動的形態」等,學生難於理解,教師也講不出所以然。一種是有些教師對於米丘林學說並沒有系統研究,領會其精神實質,只是從形式上學到一些皮毛,便認為米丘林學說是無性雜交,無性雜交就是嫁接。因此在實驗課
The Process of Studying Textbooks In the course of our study of textbooks, the following situations may occur: One is that before the introduction of the new textbooks, teachers subjectively had the idea of instantly reforming their teaching contents. Therefore, some new knowledge was read indiscriminately Hardly added to the old textbooks go. Sometimes teachers read the philosophical writings also use the sentence, such as teaching protoplasm when teaching doctrine to quote “life is the existence of the form of protein.” When teaching life phenomena, he bluntly recounted that “life is a unity that contains all kinds of contradictions. Life phenomena are a process of contradictory development and a form of material movement.” Students find it hard to understand and teachers can not tell why. One is that some teachers did not systematically study the theory of Michurin, understand its spiritual essence, and learned only some fur from the form. They think that the theory of Michurin is asexual hybridization, and the cloning of sexual cloning is sexless. So in the experimental class