论文部分内容阅读
物理学表明,任何物理的结构不同,在运动中同客体产生的作用、功能也不同。同理,每个学生思维结构不同,在学习中认识结构也不同。如是,作为教育工作者尤其是教师,必须对学生思维结构差异和由此表现出来的认识结构差异、意义有深刻的认识和了解,并在总体上把握学生思维结构差异的内在关联、归(?)机制。这样,才能根据学生思维结构的差异调整、改革教学方法,同化、内化、改组学生的
Physics shows that any physical structure is different, the role of the same object in the movement, the function is also different. Similarly, each student’s thinking structure is different, learning structure is also different. If so, as educators, especially teachers, we must profoundly understand and understand the differences in students ’thinking structure and the resulting cognitive structures, and in general grasp the inherent relationship between the differences in students’ thinking structures. )mechanism. In this way, we can adjust according to the difference of students’ thinking structure, reform teaching methods, assimilate, internalize and reorganize students