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从信息论的观点看,学习的过程是学习者接受信息,经过信息处理加工之后输出信息,再通过信息反馈,看信息掌握得怎么样,并对差错进行纠正的全过程。具体包括信息吸收、输出、反馈、评价、校正差错等环节。传统教法效率低的主要原因是教学过程中只有吸收和输出信息,而没有反馈和评价信息,并不是一个完整的教学过程。从1992年起,我进行了课堂教学结构改革实验,设计并实施了“六环节课堂教学法”,即每篇课文的教学可分为六个环节:诱导激发——自学质疑——释疑答难——教读课文——综合训练——归纳总结。
From the information theory point of view, the process of learning is that the learner accepts information, outputs information after information processing and processing, and then through information feedback, to see how well the information is mastered, and to correct the error. Specifically include information absorption, output, feedback, evaluation, and correction errors. The main reason for the low efficiency of the traditional teaching method is that only absorbing and outputting information in the teaching process, but not feedback and evaluation information, is not a complete teaching process. Since 1992, I have carried out reform experiments on classroom teaching structure, and designed and implemented the “six-link classroom teaching method”. That is, the teaching of each lesson can be divided into six links: Inducement Inspired—Self-education Questioning—Issues and answers difficult --Teaching and Reading Texts - Comprehensive Training - Induction.