Font size: The relationship between imparting knowledge and cultivating ability in primary, middle and primary schools has long been a controversial issue in the educational circles at home and abroad.

There are different opinions in the debate, among which there are two opposing opinions: one holds that knowledge is the basis of ability, without which there is no ability, and with knowledge there is ability, so imparting knowledge is more important than cultivating ability; Another point of view is that in today's scientific and technological revolution, "the era of knowledge explosion", "it is better to teach people to fish than to teach people to fish", and cultivating ability is more important than imparting knowledge. People who hold these two views can actively demonstrate their own views for many reasons, but it is difficult to strongly deny each other's views.

How to understand the relationship between imparting knowledge and cultivating ability, it is generally believed that the following aspects should be recognized: (1) Mastering knowledge (including skills) is the basis of developing ability. The deeper students understand the basic knowledge, the more firmly they master it, and the more skilled their corresponding skills, which is more conducive to the development of their abilities. If we talk about developing ability without mastering knowledge, then ability will become passive water and a tree without roots.

In other words, with rich knowledge, you can have strong ability, and you can't cultivate ability without imparting knowledge. At the same time, ability development is an important prerequisite for mastering knowledge.

The speed, difficulty and consolidation of knowledge all depend on certain ability. Have no certain cognitive ability (such as perception, memory, thinking, etc.). ), knowledge cannot be mastered, and the mastery of knowledge is restricted by ability. The more your ability develops, the more knowledge you will have.

Moreover, the purpose of mastering knowledge is also to cultivate ability. Therefore, imparting knowledge and cultivating ability are the unity of opposites, and they are interrelated and complementary. They are the basic tasks of teaching, and they are all very important, and there can be no distinction between light and heavy. The two should be carried out at the same time, not in sequence.

(2) Knowledge and ability are not only related, but also different. The so-called difference is that knowledge and ability are two different concepts, each with different contents, and cannot be equated. Knowledge is a summary of people's understanding of objective things and laws, summed up from social practice activities, an experience system in the mind, a reflection of objective laws in the mind, and a quantitative stipulation of knowledge; Ability is the individual characteristic of psychological process. It is the synthesis of individual characteristics formed and developed in practical activities and ensures the smooth completion of activities, and it is the level of psychological development to gain experience.

Practice has proved that knowledge mastery and ability development are not necessarily synchronous, but they are different. Many facts also show that the same test scores have different meanings for different students.

Some students have high scores and high level of development, showing good observation, keen reaction and orderly thinking, and can comprehensively apply what they have learned and creatively solve problems; Some high scores are learned by rote, with poor understanding and narrow thinking, and they often know what they are but don't know why, which is the so-called "high score and low energy phenomenon". (3) The transformation of knowledge and ability requires certain conditions, and the mastery of knowledge is an indispensable prerequisite for the formation of ability.

However, the development of students' ability is not spontaneous in the process of imparting knowledge. It is unrealistic to think that learning knowledge will naturally develop ability, or that having ability will naturally master knowledge.

The transformation of knowledge and ability requires certain conditions. It is not that students' learning activities promote their ability development, and some even hinder or even inhibit their development.

Therefore, teachers should create various effective conditions and methods while grasping the "two basics" teaching, unify the imparting of knowledge and the development of ability, and make students become a new generation with knowledge and wisdom.

How to deal with the relationship between knowledge and ability

1. Knowledge is the foundation of ability development?

High-rise buildings have sprung up, and it is empty talk without knowledge and ability; It's an illusion that students don't have the basic knowledge to cultivate their abilities. Since the 1960s, with the rapid development of science and technology in the world, especially the arrival of the information society, on the one hand, the speed of knowledge obsolescence has accelerated, which requires people to have the ability to constantly solve new problems; on the other hand, the existing subject education cannot develop students' thinking ability well, so developing ability has become the main theme of education.

? 1, knowledge is the foundation of ability. The formation of ability is based on certain knowledge. It is not difficult for us to imagine how a person with poor knowledge can have superior ability. As far as robot teaching is concerned, if a student does not have the basic knowledge of robots, he will never be able to solve the problems of robots, let alone have any creativity. Give a simple example: how to control the gait balance control of the robot? To solve this problem, we must have certain ability, and the source of ability is the result of organic integration of basic knowledge provided by teachers from books or classes. The research on expert system shows that an expert who is good at solving problems in a certain field must have 500,000 ~ 200,000 knowledge blocks. If an expert has the ability, if he has the expertise in this field, he can't solve the problems in this field. Ability is produced by the sublimation of basic knowledge.

? 2. To master knowledge, we must understand the essence of things. The more knowledge a person has, it doesn't mean that his ability to solve problems is stronger. Sometimes even if you have all the knowledge to solve a problem in your mind, there is no guarantee that the problem will be solved. Some people have flexible knowledge, while others have rigid knowledge. For example, mastering knowledge by understanding the nature of things can also provide a broader space for the development of ability.

3, master the knowledge application network, the application of knowledge should be hierarchical. If knowledge accumulates in his mind out of order, sometimes, the more it accumulates, the worse it will be for solving problems, because it is difficult for him to put forward useful knowledge from the chaotic knowledge pile when he encounters problems. The reason is not difficult to explain. Therefore, we should pay attention to the application and level of knowledge in education. It is of great benefit to sort out knowledge and build a complete knowledge network to solve problems. Mastering network knowledge will reduce many difficulties in solving block diagram problems.

Second, cultivating ability is the need of social development.

Cultivating ability is one of the teaching purposes, and learning is for use. This is the simplest truth. How do people use what they have learned? Where is the application? This is the problem of using knowledge and ability. Today, with the vigorous implementation of quality education, we should take a long-term view. For students to have more development space in the future, quality education is necessary, and the core of quality education is to cultivate students' innovative spirit and practical ability.

1. Cultivating ability can promote the understanding and consolidation of knowledge. Cultivating ability can also provide conditions for learning new knowledge.

2. Cultivating students' learning ability is the top priority of ability training. 2/KLOC-The talents needed in the 20th century should be creative talents with the ability to acquire and update knowledge by themselves. Only by learning to learn and think and cultivating people's lifelong learning ability can students adapt to the requirements of the future learning society. At the same time, learning ability is the foundation of creation and practice. Imagine how a person who doesn't know how to learn and think can practice and create independently. At present, many parts of our classroom teaching are still relatively old, blindly instilling knowledge into students, which leads to the rigidity of our knowledge. In order to adapt to the development of society, we must change this aspect, and the most crucial thing is the fundamental change of teachers' concept.

3. The cultivation of ability has a step-by-step process. There are many abilities that need to be cultivated, and there are differences between individuals, sometimes very different. No matter how many differences exist between them, one thing is the same, and there is a "gradual" rising process in improving their ability. Therefore, students should pay attention to their own knowledge base and create problem scenarios that most students can accept. In teaching, we should pay attention to individual differences, understand students' knowledge level, guide students to link what they have learned, heard and seen, and guide students to a higher level of ability step by step.

In short, it is not simply to reflect and remember some chemical facts, concepts and principles, but to acquire knowledge through the interaction between teachers, students and other media, and at the same time cultivate their own abilities, so that students can improve their cognitive structure and improve their thinking quality.

The relationship between mastering knowledge and developing ability

There is consistency and contradiction between imparting knowledge and developing ability, just like the unity of opposites in materialist dialectics. The consistency of the two means that the development ability is based on the accumulation of certain basic knowledge, and people who have never passed the knowledge transfer process at all, even geniuses, can't achieve much. This consistency is manifested in the requirements for basic knowledge, practical knowledge and necessary knowledge. The contradiction between imparting knowledge and developing ability is also obvious. Everyone's time, energy and learning ability are limited, and it is impossible to cover everything. How to arrange the time and weight of knowledge accumulation and ability development has become a controversial issue, which is the contradiction between them. Many people have different views on which one should pay attention to or study in life.

Judging from the contradiction between imparting knowledge and developing ability, they will inevitably produce two different theoretical propositions, which will lead to many problems in real education. From the perspective of imparting knowledge, knowledge is endless, and the so-called "learning the sea is endless." It is precisely because of the infinity of knowledge that we need to keep learning, pursuing and exploring, so that the knowledge possessed by human beings and the understanding of the universe will keep moving forward. Starting from this theoretical proposition, education should focus on imparting knowledge, attach importance to students' accumulation and mastery of knowledge, and advocate lifelong education and learning. The ability to develop can only be a profile at best. The investigation of students' knowledge accumulation is usually in the form of test paper, and the level is obtained from the test paper score. The higher the score, the better the knowledge accumulation. The problem brought by this educational theory and method is the situation of "high scores but low abilities". Newspapers often quote "top scholar" who can't even do basic housework. high flyers in Tsinghua throws sulfuric acid at bears, which is the best proof, and it is also the problems and disadvantages brought by this education that only focuses on knowledge accumulation. From the perspective of developing ability, everyone, as an individual of society, plays a role in the operation of society, which is what everyone does. What ability a person has determines what he can do and to what extent. The development of ability is not only the improvement of own quality, but also the comprehensive application of knowledge. Therefore, starting from the education that attaches importance to ability development, we should not only pay attention to the cultivation of basic knowledge, but more importantly, we should be good at inducing students to cultivate their hobbies, explore their potential and talents, and achieve "teaching students in accordance with their aptitude". For example, judging from the case of young writer Han Han, he really has great literary potential and talent. Although his other basic knowledge is not well accumulated, we can't erase his other abilities. If you force him to learn the basics well, I'm afraid he will lose his last literary talent.

Generally speaking, the relationship between imparting knowledge and developing ability can be divided into two points: first, imparting knowledge is the basis of developing ability, and it is impossible to develop ability without certain knowledge accumulation; Second, cultivating ability is the ultimate goal of imparting knowledge. Knowledge is for ability. Without ability training, knowledge will only be a pile of simple memories. In the current modern education, there is an endless debate about which is more important. In educational practice, it is reflected in the distinction between "exam-oriented education" and "quality education". At the moment when the whole society advocates "quality education", we should see that people pay more and more attention to the development of ability, but whether such "quality education" can continue and in what form is another question worthy of our discussion and attention.

How to cultivate students' ability to acquire knowledge actively

In the teaching process, teachers should not only play the role of organizing and guiding students' learning, but also tap students' potential, highlight students' dominant position, and let students learn consciously and actively. As a primary school math teacher, we should actively cultivate students' active learning ability. The so-called "active learning" refers to the sum of the characteristics of students' consciousness, enthusiasm and autonomy in the teaching process, and is a psychological dynamic state of engaging in creative learning activities. Combined with teaching practice, I talk about how to make students learn actively in mathematics teaching;

First, cultivate students' ability to acquire knowledge.

The characteristics of primary school students are: strong thirst for knowledge, but no hard work, no long class time, active, and insufficient concentration. In order to make students concentrate, teachers should be good at using vivid language, appropriate metaphors, intuitive demonstrations, vivid pictures, inspiring questions and other teaching methods to concentrate students' attention. Mathematics teaching should completely change the wrong tendency of emphasizing results over process, so that teaching itself is not only to impart knowledge to students, but more importantly, to let students acquire knowledge on their own initiative. Let students think actively in the process of solving problems, and let students know how to learn mathematics in the process of hands-on, brains and verbal communication; Let students experience the ins and outs of mathematical knowledge in the process of deducing concepts, laws and formulas, and cultivate students' ability to acquire mathematical knowledge actively.

Second, pay attention to the guidance of learning methods and cultivate learning ability.

In order to let students take the initiative to attend classes, use their brains actively and learn to learn, teachers must make full use of their ears, eyes, brain and mouth in class, teach them scientific learning methods and let them develop good study habits.

1. Can listen. Let the students listen and write down, and grasp the key points. We should not only listen carefully to the teacher's lecture, but also listen carefully to the students' speeches and listen to what problems exist in their speeches.

2. You can read. Mainly to cultivate students' observation ability and habits. Teachers can not talk about the knowledge that students can master through their own eyes and thoughts, but also give appropriate guidance, and teachers can provide students with sufficient observation materials in teaching.

3. Think with your brain. In class, students should be given enough time to think and cultivate the habit of thinking.

4. can talk. Language is an important way to express thinking. Think about it if you want to say it. Teachers should try to make students talk more in class, which can promote students to think more.

Third, create a democratic and harmonious classroom teaching atmosphere

In classroom teaching, teachers are the dominant and students are the main body. This is only the division of roles, and teachers and students are equal in personality. Teachers should step down from the high platform, go deep into the students, face each student with full enthusiasm, good mood and sincere smile, so that students can feel the teacher's approachable and amiable, so as to be willing to associate with teachers and actively participate in learning.

In addition to treating students with equal enthusiasm in class, teachers should also be willing to devote themselves to emotion after class, contact with students more, talk with students actively, ask about their study and life, and narrow the distance between teachers and students.

In short, as teachers, we should take active actions to cultivate students' active learning ability, cultivate students' internal and direct learning motivation, and turn what I want to learn into what I want to learn. In the teaching process, let students learn knowledge consciously and actively, let students love and enjoy learning, and generate motivation to learn mathematics, so as to receive good teaching results and improve students' academic performance.

What is the relationship between study habits and learning ability?

Good study habits help to improve learning ability.

Developing good study habits is conducive to stimulating students' enthusiasm and initiative in learning; It is beneficial to form learning strategies and improve learning efficiency; Conducive to the cultivation of autonomous learning ability; It is conducive to cultivating students' innovative spirit and creativity and benefiting students for life.

The more skilled you are in using learning methods, or even internalizing them into habits, you can improve your learning ability and then push up the overall level of your ability.

Extended data:

habit

1, the habit of studying wholeheartedly

The habit of studying wholeheartedly is the most important of all study habits. Once this habit is formed, it will automatically, consciously or even involuntarily connect everything with learning. Sensory becomes the scanner and receiver of knowledge information, and brain becomes the magic weapon to contain all kinds of knowledge, filter, process and recreate it. At the same time, I will feel that life is full of fun.

Step 2 devote yourself to study habits

Dedicated study habits are the minimum study habits that students must develop. The story of "Cats Fishing" has the same meaning as the old China saying "Draw a circle with one hand and draw a square with the other". It aims to tell people not to do two things at the same time when studying.

3. Strictly implement the study habit of regular quantitative study plan.

Strictly implementing the study habit of regular and quantitative study plan is the magic weapon to achieve the goal and defeat the enemy. Whoever can make a scientific plan according to the goal of struggle and finish the plan regularly and quantitatively will be in an invincible position.

Generally speaking, it is easy to set goals and make plans, but it is difficult to complete the study plan quantitatively on a regular basis. This is what is commonly called "easier said than done".

4. Study habits of serious thinking

The study habit of careful thinking is conducive to improving the quality of learning and cultivating people's ability, especially enhancing people's ability of discovery, invention and creation. The study habit of serious thinking is the advanced accomplishment of students. ?

5. Pay attention to the habit of learning hygiene.

Adolescence is a period of long knowledge and long body. Therefore, primary and secondary school students should pay equal attention to knowledge and body, pay attention to learning hygiene and develop good learning hygiene habits throughout their study life.

Sogou encyclopedia-study habits

Sogou encyclopedia-learning ability

The relationship between quality and ability

In the practice of quality education, how to deal with the relationship between imparting knowledge, improving quality and cultivating ability is very important.

To deal with the relationship between the three, we must first form a correct understanding of the dialectical relationship between knowledge, quality and ability. The Ministry of Education's Opinions on Deepening Teaching Reform and Cultivating High-quality Talents to Meet the Needs of 2 1 Century clearly points out: "In the relationship between knowledge imparting and ability and quality training, we should establish the idea of paying attention to quality education, integrating knowledge imparting, ability training and quality improvement, and coordinating all-round development.

"However, many educators still have some cognitive mistakes. Some people think that today, with the rapid update and explosion of knowledge, imparting knowledge is no longer important. It is important to master the method of acquiring knowledge. The whole education should be transferred from "knowledge center" to "ability center" and from "learning knowledge" to "learning to learn".

These views seem to be "advanced", but to some extent they are the product of metaphysical thinking mode, which separates the dialectical relationship between knowledge, quality and ability.

What is the relationship between study habits and learning ability?

Habit is a behavior or way that a person gradually develops over a long period of time and is not easy to change at one time. Learning habit is a relatively stable and automatic learning behavior tendency and way that students gradually develop through repeated practice in the long-term learning process. Good study habits are conducive to improving learning efficiency, consolidating and developing learning ability and forming lifelong learning ability.

Students develop good study habits, which can not only improve learning efficiency and ensure the smooth completion of learning tasks, but also promote students to actively acquire knowledge, develop intelligence and improve their ability. A philosopher also said: "Sow the seeds of behavior and you will reap the habits;" Sow the seeds of habit, and you will gain character; Sow the seeds of character, and you will reap some fate. "This shows how important good habits are to life and the key to success.

If students preview properly every day, they will form the habit of previewing before school and form the ability of autonomous learning. If you can finish your homework on time every day, you will form the habit of doing things today and improve your ability to solve problems independently. After you finish your homework every day and summarize and sort out your knowledge properly, you will develop the ability to summarize and summarize. Persist in cultivating your good study habits, and you will form the ability of lifelong learning.

The cultivation of habits is like sailing against the current, "thousands of miles away", so it usually takes three weeks to three months to cultivate habits. The specific situation varies from person to person. The key is not to give up halfway, otherwise the boat with good habits will run aground or even go backwards. Bacon once said: "Habit is really a tenacious and huge force, which can dominate life." It can be seen that good study habits will benefit people for life and improve their learning ability.

One more good habit will give you more confidence in your heart; One more good habit, one more chance and opportunity for success in life; One more good habit will give us one more ability to enjoy a better life.

How to correctly handle all kinds of relations in Chinese teaching in primary schools

1. Deal with the relationship between acquiring knowledge and cultivating ability. Teaching in the new curriculum reform should be devoted to improving students' comprehensive quality. Its biggest feature is not "teaching textbooks", but "teaching with textbooks", that is, by imparting knowledge and skills, giving full play to the potential of courses and promoting the development of students.

Traditional teaching focuses on imparting knowledge. The new curriculum reform requires teachers to be people-oriented, pay attention to cultivating students' innovative and practical abilities, the ability to collect and process information, the ability to acquire new knowledge, the ability to analyze and solve problems, the ability to communicate and cooperate, and cultivate students' sense of responsibility for nature and society.

The relationship between knowledge and ability is very close: on the one hand, knowledge mastery is the basis of ability development, on the other hand, the cultivation of ability directly affects the depth, breadth and speed of knowledge mastery. However, knowledge and ability are not the same concept, the growth of knowledge and the improvement of ability are not synchronous, and the acceptance of knowledge and the development of ability are not at the same level and have different meanings.

Therefore, teachers should actively interact with students and develop together in the teaching process, handle the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and autonomy, guide students to question, explore and learn by practice, and promote students to learn actively and individually under the guidance of teachers. Teachers should respect students' individuality, pay attention to students' individual differences, meet the learning needs of different students, create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, cultivate students' attitude and ability to master and use knowledge, and make every student develop in an all-round way.

Second, the unity of instrumentality and humanity. The new curriculum standard points out: "the unity of instrumentality and humanism is the basic feature of Chinese curriculum."

Defining the teaching goal as "knowledge and ability, process and method, emotional attitude and values" and putting emotional attitude and values in the prominent position of the teaching goal is a powerful correction for China's traditional education to despise humanistic education. However, one-sided emphasis on the cultivation of humanistic spirit and neglect or even weaken the instrumentality of Chinese teaching are also contrary to the characteristics of Chinese subject and the spirit of new curriculum standard.

Instrumentality and humanism are not contradictory things. The reason why we emphasize the instrumentality of Chinese subject in primary schools is because students need to learn oral expression ("the language spoken by Mr. Ye Shengtao") and master and use written language ("the language spoken by Mr. Ye Shengtao") by learning their mother tongue, that is, the language mentioned in the new curriculum standard is a practical course.

Instrumentality and humanism are innate and complement each other. Without tools, there is no need to offer Chinese classes, and there is no way to talk about human nature; Without humanity, there are only isolated words, words, sentences and articles in Chinese class. Without boring and mechanical language training, Chinese class will lose its vitality, emotion and charm.

In the process of guiding students to understand and use the Chinese language correctly, in the process of cultivating language sense, developing thinking and accumulating language culture, let them absorb humanistic connotation and cultivate humanistic spirit. This is as Suhomlinski said: "Hiding educational intention is one of the most important factors in educational art."

Therefore, we must get rid of naked humanistic education, and more importantly, we must oppose direct mental torture. Instead, it is necessary to use true, natural and implicit artistic means to let students experience the power of emotion and the brilliance of thought in the realm of "silence is better than sound" and gain a little spiritual enlightenment. But whether it is instrumental or humanistic, it should be based on people themselves, their needs and their development, that is, people-oriented.

Deal with the relationship between Chinese teaching and real life. Life is a sea of Wang Yang, endless mountains, endless plains and endless deserts. It has endless interests and feelings. "Children are emotional princes." Let them integrate into life, feel life and discover the beauty, truth and interest of life. The curriculum standard emphasizes: "Chinese teaching advocates life" and "let Chinese enter life and learn Chinese in life."

Chinese teaching itself is full of nerves, and this nerve is culture. Chinese should live in the field, but Chinese teaching should go beyond the field. Chinese teaching itself is a kind of life, a living life.

Just because China people are moving towards life does not mean that life is equivalent to China people. Chinese teaching itself has its own classroom life, which is the transformation, promotion and processing of the language culture of life.

The combination of Chinese and life should seek cultural balance, and Chinese class should not be out of control. Modern society provides us with a vast "audio-visual world".

There is an inexhaustible source of life here. Teachers should be good at relying on this advantage to guide students to feel wholeheartedly and internalize indirect life experience into direct life experience. Fourth, the relationship between long homework and short homework.

According to the content of students' homework and the time to finish it, students' homework design can be divided into two categories: long-term homework and short-term homework, which complement each other and are used by teaching and students to help students master knowledge and cultivate their abilities. Long-term homework refers to the homework that students need to finish in a long period of time.

Students have a vast time and space to study, which can be done independently or in cooperation with others. Participants, homework answers and evaluation methods are all open. Homework can be in the form of newspapers, small surveys, performances, research and experiments. , usually arranged before or after class, after class.

Short-term homework is the homework that students need to finish in a short time, even in class. The time and space of students' learning activities are small, and they are mainly completed independently. They can also seek cooperation and generally consolidate, transfer and update their knowledge.

The general forms of homework are mainly reading, writing, drawing, playing and speaking, and the homework time is flexible. Homework is an indispensable part of Chinese learning. Teachers should broaden the ways of Chinese learning through homework. With a certain form and content of homework and a certain learning activity, that is, the learning process, students can learn and use Chinese in a vast time and space, learn in games, learn in practice, learn in life, broaden their horizons, enrich their knowledge and cultivate their abilities.

In short, the new curriculum provides a broader development space for teachers. Teachers should not only deal with the above relations, but also pay attention to the relationship between three-dimensional goals, the relationship between cultivating students' Chinese literacy and exams, and the relationship between classroom presupposition and exams.