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“发现法”是美国现代心理学家布鲁纳倡导的一种启发式教学方法,它把传授基本知识、训练基本技能、培养学生探究性思维方法和独立获得知识的能力,三者统一起来。在实践一讨论一总结这一过程中,使知识、技能和能力融为一体,使学生通过再发现的步骤来进行学习。 “发现法”运用于实验教学中,其根本目的在于充分发挥学生在学习过程中的主体作用。教师要以基本教材为内容,紧扣教学大纲,设置发现过程,这一点尤为重要。充分发挥教师的主导作用,教师引导,宜启发而不包办代替。完成一个发现过程关键在于怎样引入课题?怎样提出问题?通过哪些步骤教学?如何让学生通过独立观察和思考,用自己的头脑独立去发现知识和掌握技能,进而概括和作出结论?怎样巩固和应用“发现”知识等等。笔者通过学习“发现法”教学方法,并在实验教学中进行探索,效果较好。下面拟用“中和滴定”实验试教情况,来说明怎样完成一个发现过程。
“Discovery method” is a heuristic teaching method advocated by modern American psychologist Bruner. It teaches basic knowledge, training basic skills, training students’ inquiry thinking methods and the ability to independently acquire knowledge. stand up. In the process of practice-discussion-summarization, knowledge, skills, and capabilities are combined to enable students to learn through rediscovery steps. “Discovery method ” is used in experimental teaching, its fundamental purpose is to give full play to the main role of the student in the learning process. It is particularly important for teachers to use basic textbooks as their content, closely follow the syllabus, and set up the discovery process. Give full play to the leading role of teachers, guide teachers, and encourage them instead of doing so. The key to completing a discovery process is how to introduce topics, how to ask questions, what steps to teach, how to enable students to independently discover and master skills through independent observation and thinking, and then summarize and make conclusions? How to consolidate and apply “Discover” knowledge and so on. The author learned through the “discovery method” teaching method and explored in experimental teaching. The following is to use the “neutralization titration” experimental teaching situation to illustrate how to complete a discovery process.