论文部分内容阅读
教学应当有趣,教学设计应当注重那些有趣的材料,教学过程应当形成情趣盎然的课堂氛囿。作为教育艺术性的一个特征,教育家对此有精辟的论述。古希腊柏拉图说:“强迫学习的东西是不会保存在心里的。”(《理想国》)十七世纪英国的洛克说:“教导儿童的主要技巧是把儿童应做的事也都变成一种游戏似的。”(《教育漫话》)我国北宋的张载也说:“学至于乐,则自不己,故进也。”(《经学理窟》)清代王筠进一步强调:“读书虽不如嬉戏乐,然书中得有乐趣,亦相从矣。”(《教童子法》) 读者读了这纽镜头,或许能感受到一种特有的趣味性。教师采撷日常生活片断,训练说话的语气与情态、委婉与得体、准确与条理;在
Teaching should be interesting, teaching design should focus on those interesting materials, the teaching process should create a fun atmosphere of the classroom. As a feature of educational artistry, educators have brilliant insight into this. Plato, in ancient Greece, said: “Forced learning can not be preserved in the heart.” (“The Republic”) Locke, England, of the seventeenth century said: “The main teaching of children is to do what children should do Have become a game-like. ”(“ Education Talk ”) Zhang Zai in the Northern Song Dynasty also said: “ Wang Jun further emphasized: ”Although reading is not as good as playfulness, books have fun, and vice versa.“ (”Teach the Boy Law") The reader read this new lens, perhaps able to feel a special interest Sex. Teachers pick a piece of daily life, tone and modality of training speech, euphemism and grace, accuracy and organization; in