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一、生物学教学培养学生观察能力的可行性观察能力是学生发现问题增长知识的重要心理特征。敏锐的观察力对学生智能的发展有着十分重要的意义。心理实验告知,通过“眼”获得的知识,要比耳多得多(视觉占83%,听觉11%),也就是说,人们获得知识信息主要依靠观察。中学生物教材所反映的对象具有一个其它学科无法比拟的特点,这就是高度的直观性。从形态到结构,从类群到生态,绝大多数是看得见、摸得着,或者借助放大镜、显微镜等教学仪器,可以直接地感受到的,它为学生进行观察提供了广阔的舞台。
First, the biological teaching of students to observe the feasibility of observation ability is the students to discover the problem of knowledge of the growth of the important psychological characteristics. Sensitive observation of the development of student intelligence has a very important significance. Psychological experiments show that much more information is obtained through “eyes” than from the auris (83% for vision and 11% for hearing), that is, people rely mainly on observation to obtain knowledge and information. It is highly intuitive that the objects reflected by the biology textbooks of secondary schools have the characteristics that can not be compared with other disciplines. From morphology to structure, from taxon to ecology, the vast majority of them are visible, touching or teaching devices such as magnifying glass and microscope, which can be directly felt. It provides a broad stage for students to observe.