中小学比喻教学探析  

A Study of Figurative Teaching in Primary and Middle Schools

作　　者：范敬飞[1] 杨君[1] 

机构地区：[1]西南大学教育管理学院,重庆400715

出　　处：《内江师范学院学报》2011年第11期134-137,共4页Journal of Neijiang Normal University

摘　　要：中小学生的认知心理特点表明,形象化、具体化、和实践相联系、与个人感受或利益相关的知识,更容易被学生学习和内化。比喻教学可以使知识的形态具体化,可以使知识的效用迁移到与学生相关的情境,可以使知识更容易被触摸、发散、扩展和延伸,能够帮助学生举一反三地学习知识。对比喻教学内涵的理解、比喻教学意义的分析、比喻教学对师生的要求以及对实施比喻教学应该注意问题的解释,能够澄明对比喻教学的认识。The cognitive and psychological characteristics of primary and middle school students show that the visualized and specific knowledge closely related with the practice and personal interest can be more easily studied and internalized by students. And the figurative teaching can make the form of knowledge specific, and transfer the knowledge into the context re- lated with students. Therefore, the knowledge can be more easily felt, transmitted, expanded and extended, and hence help students infer more from only instances. It can clarify our comprehension of the figurative teaching to understand the connotation of figurative teaching, analyze the teaching significance, students＇ request for teachers and issues which should be noted in such teaching.

关 键 词：比喻教学 知识学习 差异理论 

分 类 号：G622[文化科学—教育学]