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作为一种重要的教学方式,课堂讨论在大学民族预科语文课堂上得到了初步的尝试。但这一方式的实际运用还存在着一些问题,譬如,很多学生讨论不主动,不积极;学生发言泛泛而谈,不切要点或言不达意。本文从学和教两方面对这些问题背后的原因进行了剖析,指出学生对讨论普遍存在畏难心理既是基础教育阶段长期的填鸭式、灌输式教育的结果,也往往与当前大学教师组织不力与引领不当有关,同时从讨论话题要精心设计、讨论前必须做好充分准备、必须明确讨论原则与评价标准等几个方面提出了解决上述问题的对策。
As an important teaching method, classroom discussions have been tentatively attempted in the national preparatory language class. However, there are still some problems in the practical application of this approach. For example, many students are not active or active in their discussions. Students talk broadly, not importantly or not. This paper analyzes the reasons behind these problems from the aspects of learning and teaching. It points out that the common psychological difficulties of students in discussing are not only the result of long-term spoon-feeding and inculcating education in basic education, but also often result from the ineffective organization and leading of university teachers Improper, at the same time from the discussion of topics to be carefully designed, must be fully prepared before the discussion, we must clearly discuss the principles and evaluation criteria and several other aspects of the proposed solution to these problems.