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过去的应试教育,是以升学考试为目的,片面强调升学率。而素质教育是面向全体学生,教给学生学会生活、做人、求知的方式和方法,使学生在德、智、体、美、劳等几个方面都得到有效的教育和发展。在教学过程中应试教育重在“填鸭式”的满堂灌,它忽略了学生的能力培养,使学生的思维受到束缚,不能正常发展。而素质教育则重在启发、鼓励学生创造性地发挥。不同的教学方式,导致的教学效果截然不同。应试教育培养出来的多数是尖子生,谈起书本知识头头是道,而创造性的发明却很少。而素质教育培养出来的是能适应社会时代所需要的各行各业的有用人才。所以面对素质教育的全面实施,改革课堂教学结构是时代的要求,是我们面向新世纪的战略抉择。本人在教学过程中尝试“三疑一论主体探索教学模式”进行教学,极大地鼓励了学生学习的积极性,使学生由厌学变为乐学。模式的基本环节为:设疑——质疑——讨论——存疑。
For the past exam-oriented education, the purpose of entrance examinations was to unilaterally emphasize the enrollment rate. Quality education is a way and method for all students to teach students how to learn to live, to live and to seek knowledge so that students can be effectively educated and developed in moral, intellectual, physical, aesthetic and labor fields. In the process of teaching, the emphasis on exam-oriented education lies in the “cramming” style. It neglects the cultivation of students ’abilities, restrains the students’ thinking and can not develop normally. Quality education emphasizes enlightenment and encourage students to creatively play. Different teaching methods lead to different teaching effects. The majority of examination-oriented education is a top student, talking about the book knowledge is the first way, but very few inventive inventions. The quality education is trained to adapt to the social needs of all walks of life useful talents. Therefore, in the face of the full implementation of quality education, the reform of classroom teaching structure is the requirement of the times and the strategic choice we face in the new century. During the teaching process, I try to teach “three doubts and one theory on the main mode of exploration and teaching”, which greatly encourages the enthusiasm of students to learn and makes the students become tired of learning. The basic part of the model is: Set suspect - questioning - discussion - doubt.