贯彻启发式教学原则需要具备什么条件,有什么要求呢? 首先,要有一个矛盾,也就是碰到一个要解决的问题。其次,要有解决这矛盾的迫切愿望,这就是说面临着矛盾,一心想解决它,而又一时想不出如何解决的办法,思维处于积极状态,因此偶然看到(或听到)一个事例才会引起联想而有所领悟。一个人如果没有面临什么问题或者虽有问题而没有解决它的迫切愿望,是不会从一些事例受到什么“启发”的。从这一点看来,孔丘所说的“不愤不启,不悱不发”,的确很有道理。一个人没有“愤悱”,又怎么能受到“启发”呢! 除此以外,“启发”还要有个必须条件,就是必须具有一定的有关知识。我们常常碰到这样的情况;同一件事对于要解决不同问题具有不同知识的人,会有不同的“启发”。例如苹果从树上落到地面,牛顿看见了悟出了引力的作用,而如果一个诗人看到了,却可能激起无限诗情。因此要让人们受到“启发”必须了解其知识水平,有时还得讲授必要的有关知识? 要真正使学生受到“启发”,还有一点极为重要的要求:根据学生知识水平,选择最足以引起学生联想的生动而典型的事例,促使学生由此及彼,由表及里,由浅入深,由个别到一般深入思考而有所领悟,让学生自己去发现规律解决碰到的疑难问题。 What are the conditions and requirements for implementing heuristic teaching principles? First, there must be a contradiction, that is, a problem to be solved. Secondly, there is an urgent desire to resolve this contradiction. This means that when faced with contradictions and that one is tempted to solve it, one cannot even think of a solution. The thinking is in a positive state, so that one accidentally sees (or hears) an instance. It will cause association and comprehend it. If a person does not face any problem or has an urgent desire to solve it despite problems, it will not be “inspired” by some examples. From this point of view, what Confucius said is “not angry or indignant, and it doesn’t mean nothing”, which makes a lot of sense. How can one be “inspired” without being “satisfied”? In addition to this, “enlightenment” must have a necessary condition, that is, it must have some relevant knowledge. We often encounter such situations; the same thing will have different “inspirations” for people who have different knowledge to solve different problems. For example, when Apple falls from the tree to the ground, Newton sees the effect of gravitation, and if a poet sees it, it may inspire infinite poetry. Therefore, to make people “inspired” must understand their level of knowledge, and sometimes have to teach the necessary relevant knowledge? To truly enable students to be “inspired”, there is an extremely important requirement: According to the level of student knowledge, the choice is most sufficient to arouse students Lenovo’s vivid and typical examples encourage students to comprehend from the point of view, from shallow to deep, from individual to general, and to allow students to find out the difficult problems encountered by the law.