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三、理论知识起指导作用的原则旧教学论说,小学生的认识主要是具体的、感性的认识,并且提出教学要“由近及远”、“由简单到复杂”、“由具体到抽象”等规则。赞科夫认为,这种提法削弱了理论知识在小学教学中的认识作用。固然,感性认识是认识的出发点,由此出发经过一条复杂的道路而达到抽象。但是这并不意味着,要让学生经历一条复杂而漫长的认识的全过程,才能到达他们所要掌握的那些结论。实际上,在认识过程中,感性认识和理性认识是有机地交织在一起的,经验和理论处在不断的相互作用之中,因此不能片面强调一个方面。
Third, the theory of the guiding principle of the role of the principle of teaching theory, the primary understanding of primary school students is specific and emotional understanding, and put forward teaching should be “from near and far”, “from simple to complex”, “from specific to abstract” and so on rule. Zankov believes that this formulation weakens the cognitive role of theoretical knowledge in primary school teaching. Of course, perceptual knowledge is the starting point for understanding, thus starting from a complex road to achieve the abstract. However, this does not mean that the students must go through the whole process of a complex and long-term understanding before they can reach the conclusion they want. In fact, in the cognitive process, perceptual knowledge and rational understanding are organically interwoven, experience and theory are in constant interaction, and therefore can not be one-sided emphasis on one aspect.