在教改探索中,我们先后对国内外提倡的程序法、发现法、赞科夫教学论思想,以及学导式、四环节、图象法等教学方法与思想,分别在课堂教学中实验运用过一段时间。发现这些教学方法与思想,都有先进可取之处,但以其中某法为机械模式,单一采用,死板效法,时间不久,学生就觉得枯燥乏味,学习情绪和学习效果不能保持佳良状态。实际情况是:不同学科,不同章节的教材,有不同的特点;在与教材的挂钩联系方面,学生的智能状态千变万化,始终处于动态的变化之中,因而教学方法也应处于积极适应的动态变化之中。基于这 In the reform of education reform, we successively applied the procedural method, the discovery method, and Zankov teaching theories advocated at home and abroad, as well as the teaching methods and ideas of the learning guide, the four links, the image method, etc., which were used experimentally in classroom teaching. a period of time. It is found that these teaching methods and ideas have advanced merits. However, using one of the methods as a mechanical model, single use, and rigid imitation, the students will feel boring soon, and learning emotions and learning effects cannot be maintained in good condition. The actual situation is: different subjects, different chapters of the teaching materials, have different characteristics; in connection with the teaching materials, the students’ state of intelligence is ever-changing, and is always in a dynamic change, so teaching methods should also be in a dynamic change of active adaptation Among them. Based on this