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改进教学方法,充分利用45分钟,不仅能提高教学质量,也是减轻学生负担的关键。对于如何用好用活45分钟,我曾采用不同的教学方法来比较,觉得用下列方式有一定的效果: 1.激疑人碰到问题,才能产生解决问题的欲望。因此,在课堂上如何创设一些恰当的问题,是激发学生产生疑问,思考问题的起点。例如,我在讲“脑的高级机能”时,作了如下尝试。先在小黑板上写了几个事例,并绘了一个简图,以增加学生兴趣。 (1)狗进食引起唾液分泌。 (2)单独灯光刺激,引起视觉。 (3)灯光(先刺激)和进食(后刺激)多次结合后,单独灯光刺激也使狗分泌唾液。这是为什么呢? 这样就可激发学生思考起来,并促使学生联系前面已学过的知识(如大脑皮层中有许多中枢)来联想这个问题。然后按(1)(2)(3)事例
Improve teaching methods, make full use of 45 minutes, not only can improve teaching quality, but also reduce the burden on students. For how to make good use of the living 45 minutes, I have used different teaching methods to compare, I feel the following ways have some effect: 1 suspects encounter problems in order to produce the desire to solve the problem. Therefore, how to create some appropriate questions in the classroom is the starting point to stimulate students to generate doubt and think about the problem. For example, when I talked about “advanced brain function,” I made the following attempt. First wrote a few examples on the small blackboard, and painted a sketch to increase student interest. (1) Dog eating causes salivary secretion. (2) a separate light stimulus, causing visual. (3) light (first stimulus) and eating (after stimulating) multiple combinations, a separate light stimulus also make the dog saliva secretion. This is why? This stimulates students to think and motivates students to think of the problem in the light of what they have learned (such as the many centers in the cerebral cortex). Then press (1) (2) (3) for example