Marxist collation and experimental teaching
Anhui Provincial Department of Education Assistant Guardian Hao Yunfu
Why do we emphasize experimental teaching? Fundamentally, experimental teaching is an inevitable requirement of Marxist understanding.
"Philosophers just explain the world in different ways, and the problem is to change the world." - This is a classic name in Marx's classic book "About Fairbach in the Marx". It is this in this "genius outline" that is praised by Engels, Marx introduces "practice" to epistemology. Since then, "practice" became the watershed and trial stone of Marxist martial arts. For Marxism's epistemology, Mao Zedong made a profound elability and scientific development: "Practice First" is proposed, pointed out that practices are the source of understanding, practice is the driving force of understanding of development, practice is the purpose of understanding, practice is Check the unique criteria for understanding (including truth). Understanding the sensibility stage, this is a traditional martial artist of understanding; the understanding needs to be developed to the rational stage, which is a dialectic of the understanding. The ability to understand is not only from the sensibility of recognizing the leaps of rational understanding, but also more importantly, it is to recognize the leap of revolutionary practice. Humanity always follows the trajectory of the infinite loop of "practice - understanding - practice", which will never have the development of understanding. Knowledge is a category of understanding, and there are only two kinds of inductive knowledge, rational knowledge. People get knowledge is achieved along the way to rationality from sensibility. Mao Zedong especially emphasized the practice of participating in the reality (including experiments), pointed out that "You have to know the taste of the pear, you have to change the pear, eat it."
From the basic view of the above-mentioned Marxist collation, we will see our experimental teaching, and it is not difficult to understand such awareness:
I. Experimental teaching in line with people's understanding. It reflects the process of understanding rationality from sensibility, recognizing practices (including experiments), so that students have finished this process, let them go in the process to achieve the "Leap" . With this process, there is this "leap", you can change intact knowledge (lack of sensual knowledge) as a more complete knowledge (sensible knowledge plus knowledge); you can change "injection", Abstract teaching is "heuristic", this lively, vivid teaching; can change the students "passive learning" as "active"; can change the hard to accumulate and consolidate knowledge is based on understanding Master and use knowledge.
Second, experimental teaching is conducive to cultivating students' practical ability and innovation. The most obvious characteristics of experimental teaching is to let students "participate in the practice of reality", let them "eat pears", really feel the "pear taste", and never look at me "Eat Pear" (Demonstration Experiment) It is not listening to me "lecture" (lecture). The advantage of experimental teaching: First, let students get the skills of knowledge in the process of experiment, and get a knowledge in direct feelings, rather than "second-hand" materials. In doing so, the rational knowledge building is solid and impressed. Second, cultivate students' hands-on ability and enhance "doing work". In the experiment, the faculty's facial features are used, and information is obtained in all directions. Through the hand and brain, consciously complete an experiment process, enhance the students' hands-on ability during completion. The third is to stimulate students' interest and innovation desire. Experimental teaching allows students to answer "What" in the experiment process, "why", while making students appearing some new "why", "what to do" during the experiment, this will be interested to detect, Naturally generate innovative desires. In this regard, don't smirmate. If Newton is interested in "What is the drop of Apple", a series of highly scientific achievements such as "extravagance" is not coming.
Third, the experimental teaching is conducive to the scientific quality of forging students. Mao Zedong has pointed out that "scientists are honest people", that is, to respect the actual, respect the law, and use a scientific attitude. At this point, the horse in the "Three Kingdoms" is the best opposite faculty. He has fallen, used to talking on the paper, a touch of actual combat, and lost the street pavilion, and Zhuge Liang smashed. Experimental teaching is extremely advantageous for creating students' scientific quality. It can cultivate students' rigorous scientific attitude. During an experiment, which procedure is less, which appliance is less, which is wrong, and does not reach the expected experimental results. This must be a "Hu", stop "floating", and do it old. More importantly, it has important significance for establishing the awareness of Marxism (or Ideological routes). Experimental teaching has strengthened the students "Practical View", which allows students to develop the quality and respect the character; experimental teaching has strengthened the "Truth Standard" of the students in the experimental teaching, let them pass a series of experimental processes in their minds. Pressing "Practice is the only standard" of the test truth. Since the experimental teaching reflects the inevitable requirements of Marxist collation, then experimental teaching as a hard indicator, hard task should be determined. However, the understanding and practices of "soft indicators", "soft tasks" are still unmarked.
"Don't engage in experimental teaching, don't you have a famous university?" - No wonder! You still use the eye of the test education to see experiment teaching. Indeed, the experimental teaching is very poor, and there is also an example of the university, even the famous university. The test education model has indeed created a group of students who will be very examinations, and they will be willing to answer, but they are exposed to the future, and they are exposed: poor hands-on ability and less inventions. It is the shortcomings that we have to break now, and it is the new idea of quality education. To cultivate a high-quality talents that have practical ability and innovative spirit, erase the experimental teaching, take out the practice links, take out the practice link?
"Do you have a demonstration, why bother to do it!" - Different! The experimental demonstration is to let students look at "eating pears", rather than let students "eat pears". Our experimental teaching is to let students "participate in the practice of change", it is "Eat pears". Teaching practice also proves that understanding, understanding, do not necessarily apply, do not necessarily do it. And those who will be applied and have a good job are really mastered. Teacher demonstrations can not have students to move!
"The computer simulation experiment process can be used instead of experiments." - No! The computer simulation experiment process is helpful for teaching, which is also beneficial for guiding students to do experiments, but it is also impossible to replace experimental teaching. Praise: Do not deprive the right to "eat pear". "The experimental teaching is good, it is too much trouble." - "Do not enter the tiger hole, you will have the tiger"! This is the dialectic of the lost. What we pay is "trouble" work, in exchange for real teaching quality. The sacrifice of the practice of screaming in the experimental teaching in the experimental teaching is the hard work ability of students, and it is unbearable.
To make experimental teaching, this hard indicator, hard task truly "hard", in addition to the education of Marxist collation, improve educators (this is the focus) and the educator's understanding of the importance of experimental teaching must also be resolved problem. The two combine it to make the "hard" "hard". The exam is taken with experimental operation and calculates the score to the total score. Some citys did this. Sure enough, the experimental education has been significantly promoted. Don't say that you can't open the experimental class, it is a little slopp, and the pressure of public opinion from the parents, you can't stand it! Implementing this "good policy" city has tasted the sweetness brought by the mechanism, not only do it, but also feasible! This is paving the way for the practice of intensifying the promotion of the test experiment and the practice of the total score.
Also said, since it emphasizes that the students "eat pears", whether the status and role of teachers in the experimental teaching is not important? Not so! After all, experimental teaching is a kind of teaching form. It is a special teaching form. In experimental teaching, the status and role of teachers not only decreased, but also higher requirements for teachers' teaching level. Specifically, teachers who are experimental teaching must practice the basic skills of the experimental class, and do the five sessions: First, it will design. Being good at carefully designing experimental classes, through scientific design, students have given more subjective initiative during the experiment and obtain more knowledge.
The second is to explain. It is necessary to conduct a characteristic of experimental courses, good at combination of theory and practice, inspiring students with problems.
The third is the demonstration. In demonstration church student operation.
The fourth is to guide. Tips, inspiring, and if necessary during the student operation process.
Fifth is a review. Do not talk, but seek refined, tube, to "draw dragons" to rose experimental process and results (sensual understanding) to rational understanding, and make it deep imprint in the minds of students. This is called deepening teaching results.
