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关于教育模式的多元化创新-the diversification of innovative educational model [2]

论文作者:www.51lunwen.org论文属性:短文 essay登出时间:2013-10-29编辑:yangcheng点击率:4273

论文字数:1566论文编号:org201310211831553284语种:英语 English地区:中国价格:免费论文

关键词:教育模式多元化创新

摘要:美国心理学家布鲁纳认为认知水平具有六个维度即记忆、理解、应用、分析、评价、创造。课堂问题应该充分调动学生的各种认知,促进各种认知维度协调应用,不能仅仅停留在记忆等低水平阶段。教师要明白提问的目的最终是要使学生学会创造。

will grasp the essentials , coherent answer. The short time of thinking , so that students can only scratch the surface , stay on the surface of the problem , is not conducive to the development of pupils thinking . Meanwhile language classroom answers to the questions still need strong language skills, only give students ample time in the case of student organizations will be hard language , this will help students develop language skills . After the students have answered the basic , language teachers can randomly ask "And to add? " To motivate students to further develop thinking, imagination . These students really have nothing to add to the teacher before the student responses were evaluated. Some teachers teaching schedule for the rush , just stop in to ask questions after a second or two students began to answer , because think time is not sufficient , nervousness, lack of preparation, students are usually unable to answer or answer hastily cause an error , while the teacher to spend more much time tips or correct students' mistakes . This classroom questioning is invalid or is inefficient. Questioning only have a certain waiting for students to think properly , in order to reflect the value of questions .

Different classes have different questioning strategies , language teachers must address the specific characteristics of each class , according to their actual , using different questioning strategies . Ancient Greek scholar , said: " the mind is not a vessel that needs to be filled . Instead, one needs to be lighted torches ." Quality classroom questioning is a spark , primary language teacher 's responsibility is to make such a spark fully lit with torches lit it and thinking of the students , so that students really get the comprehensive development.


American psychologist Bruner cognitive level that has six dimensions that memory, comprehension , application, analysis , evaluation, creation. Classroom problem should fully mobilize the students a variety of cognitive and promote coordinated application of various cognitive dimension , you can not just stay in the memory and other low-level stage . Teachers should understand that the ultimate question of the purpose is to make students learn to create . Therefore , high-quality questions to fully mobilize the students a variety of sensory organs , so hands-on , move your mouth , brain combines form and in substance from a variety of cognitive dimensions promote student participation , and truly let the students' thinking, ability to obtain comprehensive development .

Quality classroom questioning is thinking of the students detonator , it can stimulate the suspect Creative promote overall development of students . However, the primary language in the actual classroom , most language teachers to grasp the characteristics of high-quality questions is not very good, there are drawbacks classroom questioning .

Some scholars have observed , the study shows that some teachers in primary school language teachers to put on a class of 10 to 20 questions , almost two minutes necessary to mention a problem . Too many to mention some teachers such as " right " , "is not ", " good ", " can " sort of question , students simply this " scripted " and did not need to think about . Revealing the true meaning of the substantive issues , the teacher in the cla论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。
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