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一、实验课题的提出传统教学是按照教材内容分成若干独立的课时,一节课一节课地讲授,学生对知识的认识也就一部分一部分地进行,至于这一部分知识在整个单元知识中的地位是认识不够的,要等到这个教材单元课程结束以后,才有比较完整的感知。这样学生的大部分学习过程,仅处于单纯的初步识记和部分识记阶段。从学习心理过程分析,由于缺乏完整的单元知识的系统表象,造成学生在知识重现方面的障碍,出现课题类化方面的扩展现象(即通常所说的解题过程“节外生枝”和“绕圈子”现象),表现出学生的分析问题和解决问题能力不高。为此,我们根据学习知识的一般心理过程,设想将单元教材内容先进行整体识记,再部分识记巩固,最后在知识的拓广加深和应用中按结合重现的识记方式进行,藉以提高单元知识的重现效果,克服课题类化方面的扩展现象。
First, the proposed experimental subjects Traditional teaching is divided into several independent lessons according to the content of the teaching materials. One lesson is taught in one lesson. The students’ knowledge of knowledge is also partially performed. As for this part of the knowledge, it is in the position of the entire unit knowledge. It is not enough to know. We have to wait until the end of this textbook unit curriculum to have a more complete perception. In this way, most of the student’s learning process is only at the stage of simple initial recognition and partial recognition. From the analysis of the psychological process of learning, due to the lack of complete systemic representation of unit knowledge, students are hindered in terms of knowledge reappearance, and there is an extension of the topicalization of the subject (that is, the so-called problem-solving process “extracts” and “circles around the circle”. Phenomenon) shows that students’ ability to analyze problems and solve problems is not high. For this purpose, according to the general psychological process of learning knowledge, it is assumed that the contents of the unit textbooks will be first memorized as a whole, and then the part will be memorized and consolidated. Finally, in order to broaden and deepen the knowledge and apply it, the memorizing method will be used in conjunction with the reproduction. Improve the reproduction effect of the unit knowledge and overcome the expansion of the topicalization.