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古人云:“读书无疑者,须教有疑。”思维是从疑问和惊奇开始的。因此,要培养学生思维能力,就必须启发学生质疑。在生物教学中,启发、引导学生提出问题的途径有哪些?笔者对此进行了初步的实践和探索。 1 通过比较质疑比较,就是确定被比较事物之间的共同点和不同点。在学生学习过程中,启发学生通过比较而提出问题的途径有: 1.1 相异或相对的内容间联系如学生学习水分代谢和矿质代谢后,学生通过比较,懂得了根吸收水分和矿质元素离子原理不同,它们是两个相对独立的过程。学生通过认真阅读、比较,很自然会问:它们有什么联系呢?学生只有将两部分内容有机结合起来,才能得结出论。这就使学生养成边阅读边思考,边思考边比较的学习习惯。
The ancients said: “Reading doubtless doubt must be taught.” Thinking is from doubt and surprise. Therefore, to develop students' thinking ability, we must inspire students to question. In biology teaching, what are the ways of enlightenment and guiding students to ask questions? The author has carried on the preliminary practice and the exploration to this. 1 By comparing questions and answers, it is to determine the similarities and differences between the things being compared. In the process of student learning, ways to inspire students to ask questions by comparison are as follows: 1.1 Discrepant or relative content links As students learn about water metabolism and mineral metabolism, students can understand that the root absorbs moisture and the mineral element ion principle Different, they are two relatively independent process. Students carefully read and compared, it is natural to ask: What is the relationship between them? Students only two parts of the organic combination can come to conclusion. This allows students to develop while reading while thinking, while thinking about the comparative study habits.