论文部分内容阅读
在教学实践中,我们感到“导究”教学具有以“导”为突破口,以“情”为纽带,以“思”为核心,以学生练习为途径等鲜明的特色,因而有利于培养学生的创新意识、创新思维及创新人格。现就如何在优化的情境中激发学生的创新动机、营造创新氛围以及培养创新思维谈点体会。一、利用情境激励性,诱发创新动机1.在情境中提出问题,引发好奇心。爱因斯坦曾说,他没有特别的天赋,只有强烈的好奇心。我们在创设探究性情境时,注意在情境中提出问题引发学生的好奇心。例如:在教学能被3整除的数的特征时,老师让学生随便说一个数,老师可以马上知道它能否被3整除,学生不信,于是出各种各样的数让老师算,老师自然知道其中的奥秘。学生很惊讶,老师为什么很快的就算出来,
In the practice of teaching, we feel that the teaching of “Guided Teaching” has such distinctive features as “Guidance” as the breakthrough point, “Love” as the link, “Si” as the core and student practice as the way Characteristics, thus helping to develop students’ sense of innovation, innovative thinking and innovative personality. Now on how to stimulate students in the context of optimization of innovative motivation, to create an atmosphere of innovation and cultivate innovative thinking talk about experience. First, the use of situational incentives, incentives for innovation 1. In the situation raised questions, triggering curiosity. Einstein once said he has no special talent, only a strong curiosity. When creating inquiry situations, we pay attention to asking students questions in the context of the curiosity. For example, when teaching can be divisible by 3, the teacher lets the student say a random number. The teacher can immediately know if it can be divisible by 3. The student does not believe, so a variety of numbers allow the teacher to count. The teacher naturally Know the mystery. Students are surprised, why the teacher quickly came out,