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概念是《科学人生观》知识体系中最基本的内容之一。采取灵活多样的方法进行概念教学,是提高教学效率、完成《科学人生观》教学任务的重要问题。本文就《科学人生观》概念教学,谈谈个人的体会。一、概念教学的一般步骤《科学人生观》概念教学的一般步骤可以概括为:从典型的感性材料入手——抽象出事物的本质属性(形成概念)——分析新的感性材料、加深对概念的理解。这样一个基本步骤,能够结合学生实际,符合认识规律,是比较合理的。例如,“规律”概念的教学。第一步,分析典型的感性材料:①我们在物理课中学的万有引力定律,揭示了引力的大小与物体的质量、距离之间的必然联系,它是客观事物本身所固
The concept is one of the most basic contents of the “scientific outlook on life” knowledge system. Adopting a flexible and varied approach to conceptual teaching is an important issue in improving teaching efficiency and fulfilling the teaching tasks of the “Scientific Outlook on Life”. This article discusses the personal experience of the concept teaching of the “scientific outlook on life.” First, the general steps of concept teaching The general steps of the concept teaching of the “scientific outlook on life” can be summarized as follows: starting from typical sensibility materials - abstracting the essential attributes of things (forming concepts) - analyzing new sensibility materials and deepening concepts Understanding. Such a basic step, which can be combined with the reality of students and meet the rules of understanding, is more reasonable. For example, the teaching of “regular” concepts. The first step is to analyze the typical sensible materials: 1 The law of universal gravitation in our physics lesson reveals the inevitable relationship between the size of gravitation and the quality and distance of an object. It is the objective thing itself.