Model essay on senior high school philosophy 1
On the Strategies of Promoting Learning Transfer by Philosophy in Senior High School
It is one of the fundamental purposes of science education and teaching to transfer the knowledge, methods and skills that students have learned into their new study, life and work, and transform them into their own abilities. Based on the philosophy teaching in senior high school, this paper aims to explore the teaching strategies of philosophy in senior high school to promote learning transfer, so as to continuously improve students' comprehensive ability and promote their all-round development.
Keywords: high school philosophy learning transfer teaching strategy
In the process of learning life and philosophy, many students feel that philosophy is difficult to learn, are not interested in relatively abstract principles, memorize exams, fail to realize that philosophy learning is an interesting thing, and cannot consciously use dialectical materialism to analyze and solve problems in study and life. How to stimulate high school students' interest in learning life and philosophy, make them really love and learn philosophy, apply philosophy in life and promote the transfer of philosophy learning has become the unshirkable responsibility of contemporary high school political teachers. Therefore, the author talks about his own understanding on how to promote learning transfer in high school philosophy teaching.
First, interesting teaching promotes transfer.
Interest is a characteristic that can make people feel happy and stimulate interest. In learning, interest is the forerunner of learning. Students who are interested in learning will have endless and lasting enthusiasm for learning, and will actively explore and think about problems in learning and try to solve them. In philosophy teaching, using interesting teaching ideas, means and technical support to create an interesting and fascinating classroom atmosphere can make students feel the fun and interest in learning, so as to learn independently and actively, effectively develop their abilities and improve their quality. There are several ways for political teachers to increase their interest in all aspects of classroom teaching.
First, introduce the design to stimulate interest. In teaching, a short, wonderful and interesting introduction can immediately focus students' attention, stimulate their curiosity and enthusiasm for participation, and make them devote themselves to the classroom. Therefore, grasping students' hearts from the beginning can lay a good foundation for successful classroom teaching. Then, how to stimulate students' interest by introducing design, so that students can devote themselves to the course with greater enthusiasm, and then truly understand the essence of the classroom, and finally digest and absorb what they have learned to apply? We may be able to work hard on novelty, novelty and new knowledge. Emphasize all three? New? In other words, freshness can include freshness, and the essence of freshness lies in new knowledge, but their respective emphases are different. For example, when it comes to "the world is universally connected", we can introduce it like this: Are there any students in our class who can draw? What if? Step on the flowers and return to the horseshoe? Or? The ancient temple hidden in the mountains? How to compose the title, so as to wonderfully embody the artistic conception of the poem? In this way, introducing a seemingly irrelevant or even a little weird question can arouse students' thinking, positive association, inspire their thinking, stimulate students' strong interest and actively expound their views. This has a positive impact on students' development of information acquisition, understanding, generalization, analysis and reasoning ability transfer.
Second, the situation design is interesting. According to students' learning desires and needs, using stories, hot international and domestic current affairs, idioms, aphorisms, poems, imitations, cartoons, music, videos and other effective means and methods to create interesting classroom situations can often satisfy students' thirst for knowledge, stimulate their interest in learning, and enable them to master knowledge unconsciously and improve their consciousness. Successful situation creation enables students to gain image infection, emotional experience and wisdom enlightenment, and learning motivation is constantly strengthened in the meantime, which effectively urges students to master textbook knowledge. In this process, moral education, ideological education and aesthetic education are subtly carried out for students. In this way, philosophy teaching is not only the mastery of learning tools, but also the harvest of thought, morality and wisdom, which completes the tasks of cognition, education and development.
Third, dialing is exquisite and interesting. Philosophical knowledge is the generalization and summary of other specific scientific. For students, philosophical abstraction is difficult to understand and master. When students can't understand the philosophical content well, they need the wise and incisive guidance of teachers, so that students can gain an epiphany in their understanding. The emergence and result of epiphany is the success of migration. For example, learning the framework of pursuing and developing truth in practice? Truth is concrete and conditional? On this knowledge point, a teacher guides it like this:? 2+5= The teacher asks and the students answer? Is it equal to 7? ,? Yes, in the field of mathematics, 2+5=7, which is natural and indisputable. But in other fields, the teacher took out a painting entitled "Wan" for students to enjoy. I saw two galloping horses conspicuously painted on the screen, and five horses of different sizes were painted behind the two galloping horses. There are many fuzzy black spots behind these five horses. The teacher pointed to the picture and said:? Judging from the image of the whole picture, there are only seven horses before and after. However, anyone who has seen this photo will think that there are thousands of Ma Benteng here. Isn't this 2+5= 10000? From this example, we can know that any truth has its own scope of application? The students answered in unison. Teachers guide and guide students in time through examples, and finally let them get to know each other. The students obtained in this way are convinced, impressed and deeply understood? Conditionality of truth? This knowledge.
Second, strengthen training and migration.
In the process of philosophy learning, isn't the transfer of knowledge and skills simply a mechanical transfer of existing knowledge and experience? Imitation? Or? Shift? . In practical learning, a considerable number of students have all kinds of knowledge needed to solve problems, but it is difficult to extract applications in time and accurately when needed, let alone use them flexibly. Therefore, in order to ensure the transfer of knowledge, it is necessary to form the ability of knowledge transfer, which includes not only cultivating the mindset of solving similar problems and forming the general laws and methods of knowledge transfer, but also the ability to analyze and solve problems from other angles when it is difficult to solve problems with customary methods, that is, adaptability.
Therefore, we can strengthen training in this way: around some important, difficult and doubtful teaching contents, we can construct questions from different angles, and make students fully and accurately understand the essential attributes of the questions through drills. Facing the new problem situation, we can quickly find out the same elements between the old and new knowledge, so as to determine what kind of existing knowledge or extension of existing knowledge the new problem to be solved belongs to. Therefore, targeted exercises can be set up according to the content standards, important and difficult points of each class, and transfer target training can be carried out; At the same time, try to let students make their own propositions, imitate them first and then create them. In this way, we can combine knowledge training, thinking training and ability training to grasp knowledge in the form of a strategic plan. After each training, summarize the problems reflected in the feedback practice test in time, timely check for missing parts, develop good test habits, and implement the cultivation of knowledge transfer ability.
Third, the interactive generation and effective superposition of capabilities.
To realize the migration process, it is not enough to rely solely on memory or simple training. The completion of a migration process actually requires the mutual support of various abilities, and the relationship between various abilities in the process of individual development is the process of interactive generation of abilities. In the interactive generation of various abilities, one or two abilities are often prominent, but some abilities are relatively weak, which requires the effective superposition of abilities.
In the hierarchical structure of the transfer ability of philosophy learning, the development of comprehension ability, generalization ability, reasoning ability, classification ability and application ability has a gradient order. In philosophy teaching, in order to guide students to learn effectively and improve their comprehensive ability effectively, it is necessary to further interact and generate various abilities on the basis of decentralized training to achieve effective superposition.
In philosophy teaching, in order to realize the interactive generation and effective superposition of abilities, teachers can make students know their acquired abilities, achieved goals and tasks to be completed in the next step by prompting or providing inspection means, and make reflection plans for their next study. Among them, teachers can appropriately disclose the training objectives of the next stage to students in advance. So that students can learn what Ausubel said? Meaning learning? State, so that the learning content has potential significance to students, so that it can be connected with the existing knowledge structure of students.
In this way, on the basis of absorbing old knowledge, the recent knowledge is more easily accepted and understood by students, and the existing ability structure of individuals will be more open and have greater transfer effect, so that understanding can promote generalization, generalization can promote reasoning and classification, and finally promote the use of such a good situation of mutual promotion and common progress.
References:
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[3] Zhao. The Application of Transfer Method in Senior High School Politics [J]. Exploration of Modern Education and Teaching, 20 10, (1 1).