UC知道谁能帮我翻译下面这段话---急用
来源：百度知道 编辑：UC知道 时间：2024/05/21 06:36:32
1.针对性.教师应根据提问内容的难易程度,选择确定不同对象.对基础知识的内容进行提问时,可以面向中下难度的学生,而对知识难点的提问时就要面向中上程度的学生.为此,教师每堂课要精心设计所提问题的角度,深度和广度.既要面向全体学生,又要注意个性特征,充分体现其针对性.
2.激发性.德国教育家第斯多惠说:"教学的艺术不在于传授本领而在于激励,唤醒,鼓励."如经常在提问之前加上"这儿有道抢答题"的提示,或者紧接着在问题之后加上"这个问题请同学们抢答".学生们听了"抢答"二字会冲动性地排除其它心理支配,产生一种谁先答谁光荣的感觉.
3.灵活性.虽然教师通过课前备课拟定某个对象,但是由于学生个体情况的千变万化,特别是心理因素的影响,会出现教师判断的失误,原认为能回答的问题却答不出.因此,教师要机动灵活地调整提问的对象,否则将伤害学生的自尊心,使他们产生反感和对立情绪,对教师的提问产生恐惧感,从而失去提问的意义.
4.过渡性.过渡性的提示消除学生的紧张心理.使学生由熟知的,感兴趣的问题逐步过渡到新学的,较陌生的问题,从而消除学生由于在"大庭广众之下"回答问题的紧张心理.
5.鼓励性.学生的回答尽管不甚全面,完整,但毕竟是经过了一番思考.哪怕有微小的"闪光点"教师都应该加以肯定和表扬.这样可以鼓励学生大胆讲话,消除学生的自备心理.
The characteristics of a classroom
1. Targeted. Teachers should be based on the content of a degree of difficulty to select the different objects. Knowledge on the basis of the content of questions, can be difficult for the students in, and knowledge of the difficult question we must face in the degree students. this, teachers per class should carefully design the perspective of the issues raised, the depth and breadth. both for all students, and pay attention to personality characteristics, fully embody their gender.
2. Stimulating. Andean Germany educators more benefits, said: "Teaching is not the art of teaching and the ability to inspire is a wake-up call to encourage." Such as frequent question with "bad抢answer here," Tips, or bear Then the problem after "this issue Qingtonghuamen Responder." students listened to "Responder" will be the word of the impulse to exclude other psychological domination, whoever FOR who have a glori