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注重解题教学,培养学生分析问题、解决问题的能力,是现代理科教育的特点。但是,目前“综合科目”解题教学中存在的许多误区正严重影响着学生解题能力的培养。本文就目前“综合科目”解题教学实际,谈谈自己的看法,如有不妥,敬请斧正。 一、“综合科目”解题教学的误区 误区一:过分重视学科间综合,轻视基础知识教学,为综合而综合。初涉“3+综合”考试模式,许多学校的高三教学乱了阵脚,师生都无所适从,教学中把学科间的交叉、渗透放到了过高的地位,教师备课时,不再是认真仔细钻研本门学科的教材、大纲、考纲,落实好本门学科的基础知识及学科内的综合,而是翻阅各种复习资料、杂志,去寻找跨学科的综合试题训练。各科教师花了大量精力去处理别的学科的知识,种了别人的地,荒了自家的田,使学生也陷入了新一轮的综合试题的题海战中,加重了学生负担。
Focus on problem-solving teaching, training students to analyze problems, problem-solving skills, is a characteristic of modern science education. However, many misunderstandings existing in the comprehensive subject solution teaching are seriously affecting the students’ ability to solve problems. This article on the current “comprehensive subject” problem-solving teaching practice, talk about their own views, if any, please correct me. First, the “integrated subject” problem-solving mistakes in teaching a misunderstanding: too much emphasis on interdisciplinary integration, ignoring the teaching of basic knowledge, for comprehensive and integrated. Initially involved in the “3 + comprehensive” test mode, many high school teaching mess disorderly, teachers and students know what to do, the teaching of interdisciplinary cross, infiltration put too high status, teacher preparation lesson, is no longer carefully studied The subject of teaching materials, syllabus, syllabus, implementation of the basic knowledge of this discipline and subject synthesis, but through a variety of review materials, magazines, to find interdisciplinary comprehensive examination training. Various teachers spent a great deal of energy to deal with the knowledge of other disciplines, planted the land of others, abandoned their own fields, so that students have also plunged into a new round of comprehensive questions in the sea battle, increasing the burden on students.