教学过程就是认识过程,对吗?答曰:有它对的一面。这是因为在教学过程中,学生逐步掌握系统的科学文化知识、技能技巧,认识客观世界,从这一意义上讲,教学过程中包含学生的认识过程,这种认识过程的特点是在教师指导下进行,以学习书本知识(?)接经验为主,学生可以在很短时间内掌握大量知识,缩短认识过程。例如从亚里士多德到牛顿,经过了两千多年才搞清楚物体惯性定律,在教学时只需一个课时就可以讲清楚。但是,仅仅把教学过程看成是认识过程,则是很不全面的。先从学生这一方面来看。在教学过程中,学生的认识活动的进行,伴随有许多心理活动,如需要、动机、态度、兴趣、情感、信念、意志等,这些都会对学生的认识过程产生积极的或消极的影响。孔子就认为学生的学习态度、兴趣和 Teaching process is to recognize the process, right? Answer: it has the right side. This is because in the process of teaching, students gradually master the system of scientific and cultural knowledge, skills and skills, and understand the objective world. In this sense, the process of teaching includes the students' cognitive processes. The cognitive process is characterized by the guidance of teachers Under the guidance of learning book knowledge (?) Then experience, students can grasp a large amount of knowledge in a very short period of time, shorten the cognitive process. For example, from Aristotle to Newton, it took more than two thousand years to find out the laws of inertia of objects. When teaching, it took only one lesson to make it clear. However, it is very incomplete to regard the teaching process as the cognitive process only. First look at the students in this regard. In the process of teaching, students 'cognitive activities are carried out with many psychological activities such as needs, motives, attitudes, interests, emotions, beliefs and volitions, all of which have a positive or negative impact on students' cognitive processes. Confucius think of the students' learning attitude, interest and