还原知识的生动力——实验课教学探讨  

The Vitality of Returning Knowledge: Discussion on the Education of Experimental Lesson

作　　者：王善利[1] 

机构地区：[1]华东理工大学生物工程学院,上海200237

出　　处：《实验室研究与探索》2006年第1期92-95,共4页Research and Exploration In Laboratory

摘　　要：知识是一种具有客观基础的认知。认知的感性特征赋予的知识的生动力,在现代教学方式上,使教学成为让学生主动参与而从中获得主观体验的这一过程,同时成为既揭示客观知识又体现知识所具有的主观内涵的现代教学内容。通过对教学观念的探讨,将形成的认识具体地溶入了生化技术实验的教改实践中。Knowledge is a cognizance of basic impersonality. The perceptual characters of cognizance endow it with the vitality of the knowledge. In the way of modern education which let students actively join in , students acquire the subjective experience. Meanwhile it is a part of modem education not only opening out the objective knowledge but also presenting subjective meaning of the modem education content. Based on the discussion of the education conception, the idea will be formed and dissolved in the transform of biochemistry education.

关 键 词：感性认知 生动力 创造性思维 实验教学 

分 类 号：G642[文化科学—高等教育学]