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苏联教育学家霍姆林斯基说过:“学生的脑力劳动是一种积极的思维活动。”而职业高中学生由于已有的知识和经验与一般高中学生存在着一定的差异,他们的思维活动也就有着自己的特点和方式。因此,课堂教学中怎样更有效地激发学生的思维,尤其是职高生的思维确实是值得研究的一个课题。语文教学中,我们目的在于使学生学习语文知识、培养语言能力。在学习语言过程中,职高生多出现以下一些问题:(一)对教学过程中教师所传授的知识内容难于加以有意识、有选择的注意,形成一种愿意接受或注意这些知识内容的学习心向;(二)领会过程相对较慢,表现在难于对教学内容进行说明、总结,更难于进行推断;(三)学习上缺乏足够的自信,缺乏主动性,自己发现问题——分析问题——提出假设——检验假设的能力尚未形成。针对职高学生的上述特点,在教学过程中注意运用各种途径去启发学生运用己有的知识和经验是激发学生思维的有效方法,而创设情境、设置悬念、留下空白则是点燃学生思维火花的主要途径。创设情境,启迪联想和想象,让学生在自己所处的教学环境和自己以有的认识成果中去发现新的问题,有意识的去选择新的学习内容。
Hollinski, a Soviet educator, said: “Students' mental work is a positive thinking activity.” While vocational high school students have some differences from the average high school students because of their existing knowledge and experience, their thinking Activities also have their own characteristics and ways. Therefore, how to stimulate students' thinking more effectively in classroom teaching, especially the thinking of vocational students is indeed a subject worth studying. In Chinese teaching, our goal is to enable students to learn Chinese and develop their language skills. In the process of learning the language, there are some problems in the post-secondary students: (1) it is difficult to consciously and selectively pay attention to the contents of the knowledge imparted by teachers in the teaching process so as to form a learning orientation willing to accept or pay attention to these knowledge contents ; (2) The comprehension process is relatively slow, manifested in that it is difficult to explain and summarize the teaching contents, and it is more difficult to make inferences; (3) Lack of self-confidence in learning, lack of initiative, discovering problems by themselves - analyzing problems Hypotheses - The ability to test hypotheses has not yet been established. Aiming at the above characteristics of high school students, we should pay attention to using various ways to inspire students to apply their own knowledge and experience in the teaching process. It is an effective way to stimulate students 'thinking. However, creating situations and setting suspense, leaving blank space ignites students' thinking sparks The main way. Create situations, enlighten Lenovo and imagination, so that students in their own teaching environment and their own cognitive achievements to find new problems, to consciously choose new learning content.