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教育的启发与人格的培养 [2]

论文作者:www.51lunwen.org论文属性:作业 Assignment登出时间:2013-09-06编辑:yangcheng点击率:2973

论文字数:988论文编号:org201309061203099532语种:英语 English地区:中国价格:免费论文

关键词:教育启发人格品格

摘要:在不同的年龄段,学生对于教师的要求也具有不同的特征,年幼的学生,为博取教师的喜爱,获取与教师交往的满足,通常会努力的完成学习任务,随着学生年龄的增长,学生逐渐从满足交往的需要转变为从满足求知欲和人格完善等需要出发。

eacher speaks too much , put too meticulous , on the surface seems to cover everything , in fact, students basically no room for thinking , no classroom questions , there is no class discussion , which is not clear whether the student participated in the teaching, on teaching content is not mastered , mastered much , nor pay attention to inspire students to positive thinking , teaching content is too complicated, teacher-student interaction method is a single spoon , eventually led to the students lose their learning , their brains, their digestion time, thereby achieving the desired teaching effect.

Teachers' conceptions of bias led classroom unfair . Prejudice is a direct result of teachers teaching unfair root [ ] . More often, teachers think they have more advantages than the students in the classroom to interact with students in the process, always put yourself in a leadership position , the entire classroom teacher is always in control , and even mandatory to enable students to classroom teachers become indoctrination under the logging tool . Classroom , teacher-student interaction is mostly initiated by the teacher interaction , and students passively and mandatory participation, this " is interactive" classroom interaction also makes achieving the desired effects .

Language teaching often this happens : Teachers want to emphasize the development of students' thinking ability , to the use of heuristic teaching , always put a full meaning of words divided into paragraphs , the teacher asked the last part, students returned the next few words , Thus, " is not" , " right " kind of problem without enlightening classroom flooded . And my own practice in the education process also committed such an error in the lecture on " Peanuts " Before this lesson , students also advance preview , and then in the first class , in order to arouse students' interest in learning, I also designed a riddle so students to guess , we all know the answer is peanuts, so obviously rhetorical questions , the students thinking naturally lose interest. If you are so dignified language lessons , teachers fail to interact with teachers themselves monologue that situation occurs , the low efficiency of teaching and how can we not ?
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