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教育心理学认为,课堂上,教师如能对学生每一回答,都有所肯定或否定,这样可使学生对自己的回答(思维结果),在意识上明确,从而根据肯定——强化、否定——抑制这样的心理历程,作出调整,便于进一步学习。而这肯定或否定的做出,又必须在获得学生的思维结果——反馈信息的前提下。讲读一、二类课文,这信息的反馈主要是学生的口头回答,但在独立阅读课上,课堂问答的比重,也就是信息反馈量,与讲读一、二类课文相比,大大减少。因而与此相应的肯定与否定也就随之减少。然而,这
Educational psychology that, in class, if the teacher can respond to each of the students are affirmed or denied, so that students can answer their own (thinking), in a clear sense, so that under the affirmative - - Suppress such psychological history, make adjustments, to facilitate further learning. And this positive or negative to make, but also must obtain the student's thinking result - under the premise of feedback information. Speaking of one or two kinds of texts, the feedback of this information is mainly the verbal response of the students. However, in the independent reading class, the proportion of classroom questions and answers, that is, the amount of information feedback, is greatly reduced compared with reading one or two kinds of texts . Therefore, the corresponding affirmation and negation will also be reduced. However, this