Middle school biology teaching a new exploration-毕业论文翻译.docVIP

Middle school biology teaching a new exploration Teaching as the psychological - social activities, both on the students or the teachers to teach school for both a complex and relatively large degree of freedom of activities, it should not and can not rely on a certain kind of model to achieve its full functionality . Therefore, we often say that teaching is an art. But teaching is a science, it should be a regular, and always subject to some theoretical guidance. Such laws often one way or another the performance of a specific program of teaching and learning activities out of a program of activities after several practice tests and refining, forming a relatively stable, systematic and theoretical teaching structure, which is what we call teaching. Some are from a wealth of teaching experience of teaching practice in general and summarized, although some were under the guidance of a certain theory, first proposed a hypothesis, after numerous experiments, and then formed, so the teaching is both theoretical system of concrete, but also the teaching broad experience in a system, every teacher regardless of whether he realized that, in fact always in a teaching mode is conducted within the framework of teaching activities. The requirements of modern society, the emergence of talent of teaching tasks, teaching content, as well as the complexity and diversity of teachers and students a variety of different characteristics, which are decided on teaching model can not be single. Thus, with the depth development of teaching practice, teaching models are also constantly evolving, innovative. At present, the teaching model of development has the following trends: First, the focus on capacity trends. To Herbart theory as represented by traditional teaching theory in stress systems, strictly imparting knowledge, does not negate the significance of capacity development; but it is the ability to place the development of secondary, subordinate, “balanced” positi