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每节新课的导入能否激起学生的求知欲,是否能创设良好的教学环境,是否能使学生愉快地进入角色,这就取决于导入新课的技巧。作为一名自然教师要重视新课的导入。 一、温故知新法 它适用于课与课之间或前后所涉及知识之间有内在的联系。通过提问,回顾已学过的知识,引发学生的思维积极性,借此导入新课。如:《人的消化》一课,问:人体需要哪些营养?人体是怎样从食物中汲取这些营养的?前一问是对旧知识的回顾,后一问是在已有知识的基础上提出的,使学生对后一问题的思考处于一种放之不忍、求知不得的心理状态,调动了学生思绪的积极性,教师顺其自然地导入新课。它的优点是使用简便,有利于新旧知识的衔接,强调了知识的连续性和整体性。
The introduction of each new class can stimulate students' curiosity, whether to create a good teaching environment, whether to enable students to happily enter the role, which depends on the introduction of the new class skills. As a natural teacher should pay attention to the introduction of new course. First, the warm-new knowledge method It applies to the class or between before and after the knowledge involved is intrinsically linked. By asking questions and reviewing what has been learned, students are motivated to start a new course. Such as: “human digestion,” a lesson, asked: What kind of nutrition the body needs? How the human body to learn from the nutrition of these nutrients? The previous question is a review of old knowledge, the latter question is based on existing knowledge , So that students think of the latter issue in a kind of intolerable, unwittingly psychological state, to mobilize the enthusiasm of students' thoughts, teachers along the way into the new lesson. Its advantage is easy to use, is conducive to the convergence of old and new knowledge, emphasizing the continuity and integrity of knowledge.