本文選題：整體狀態(tài)　切入點(diǎn)：訓(xùn)練方法　出處：《人民教育》2015年03期 　論文類型：期刊論文

【摘要】：正知識(shí)只有成為整體狀態(tài)時(shí),特別是對(duì)兒童的個(gè)體有整體意義時(shí),才呈現(xiàn)出其"生命"。余文森教授主張,教不能教得全面系統(tǒng)完整,學(xué)要學(xué)得全面系統(tǒng)完整。這個(gè)觀點(diǎn)給了我相當(dāng)大的觸動(dòng)。新課程實(shí)施后,我們的語(yǔ)文課堂上依然彌漫著"霧霾":或用大量信息淹沒(méi)學(xué)生的靈性;或囿守于教科書(shū)的方寸之間沒(méi)有任何的延伸與拓展;或只訓(xùn)練方法不講求知識(shí)呈現(xiàn)及豐富性;或只追求知識(shí)的系統(tǒng)與完整,不關(guān)注能力與方法的訓(xùn)練……這些教學(xué)缺乏整體關(guān)聯(lián)性、全面整合性,究其根源,就是沒(méi)有處
[Abstract]:Only when positive knowledge becomes a whole state, especially when it has a whole meaning to the individual of a child, can it present its "life". Professor Yu Wenson argues that teaching cannot be taught in a comprehensive and systematic manner. After the implementation of the new curriculum, our Chinese classroom is still filled with "haze": or with a lot of information to drown the students' spirituality; Either there is no extension or expansion between the square inches of the textbook; or only the training methods do not emphasize the presentation and richness of knowledge; or the pursuit of the system and integrity of knowledge, Do not pay attention to the training of ability and methods. These teaching lack of overall relevance, comprehensive integration, the root cause is that there is no place
【作者單位】： 福建省仙游師范學(xué)校附屬小學(xué);
【分類號(hào)】：G623.2

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