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1 引言 我国50年代以来,由于受凯洛夫教育理论的影响,认为教学过程就是向学生传授知识的过程,因而在教学上习惯“一言堂”、“填鸭式”。这种教学方法主要呈直线式,即我教你学——现实上的绝对化,主体是属理解性、分析式的思维。这在科学还不太发达的时代,尤其是在知识的启蒙阶段,无疑具有优越性。然而,随着改革开放的深入发展,加上学生发育的第二高峰,形象思维向抽象思维的过渡,若再单纯地继续沿用我教你学的直线式教学,已明显地限制和妨碍了学生的自觉积极性和创造性。
1 Introduction Since the 1950s, due to the influence of the Kairov’s educational theory, the teaching process is regarded as the process of imparting knowledge to students. Therefore, it has become accustomed to teaching in “one word of speech” and “spoon-feeding.” This teaching method is mainly linear, that is, I teach you learn - in reality the absolute, the subject is an understanding, analytical thinking. This is undoubtedly of superiority in an age when science is still under-developed, especially during the enlightenment phase of knowledge. However, with the deepening of the reform and opening up and the second peak of student development, the transition from the image-based thinking to the abstract-based thinking, and simply continuing to use the straight-line teaching I teach you, has obviously limited and hindered the students The initiative and creativity.