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举例是教学中的一种常用手段,更是一门艺术。恰到好处的典型事例,能使学生如梦初醒,恍然大悟,成为帮助理解,强化识记、防止遗忘、启迪思维、发展能力的催化剂。若使用不当,往往会越说越谜,越听越糊,适得其反,事倍功半。下面就“举例”问题,谈几个原则,与青年教师朋友商榷。 一、必要性原则 对抽象概念,深奥道理,学生不易理解,难以接受时,必要的、恰当的举例能起到事半功倍的效果。如“摩尔”概念,常用古时量谷子的“斗”,现代如火柴的计量单位“盒”、“打”来帮助理解。需要注意的是举例不能滥、多、乱,切忌为迎合学生猎奇心理,片面追求趣、新、奇、乐,不视内容深浅,问题难易,举一大堆例子说明同
Examples are a common method used in teaching and are an art. The typical examples that are just right can make students wake up and suddenly realize that they have become catalysts for understanding, strengthening remembering, forgetting, thinking and developing ability. If you use it improperly, it will often become more and more riddled with mystery. Here are some examples of issues related to “examples” and discussion with young teacher friends. First, the principle of necessity The abstract concept, profound reason, students are not easy to understand, difficult to accept, necessary and appropriate examples can play a multiplier effect. For example, the concept of “Moore” is commonly used to measure the “fighting” of millet in ancient times, and “measures” such as “boxes” and “fights” are used to help understanding. It should be noted that the examples should not be abused, excessive, or chaotic, and should not be catered to students’ curiosity. They should pursue one-sided pursuits of interest, newness, singularity, and happiness. They should not regard the depth of content and the difficulty of the problem.