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笔者曾通过实验初步证明,电化教学有助于发挥教师的主导作用和学生的学习能动性。在不减少教材的份量和难度的前提下,可减轻学生的学习负荷,防止疲劳发展,提高学习效率,对小学生脑力工作能力有着良好的影响。为了探索上述影响是否与学生非智力心理因素的关系,我们对小学五年级学生在电化教学和传统教学的情感、兴趣、态度等非智力心理因素进行了初步调查和对比分析。
The author has initially proved through experiments that the teaching of electrification can help to play the leading role of teachers and students’ motivation to learn. Under the premise of not reducing the quantity and difficulty of teaching materials, it can reduce students’ learning load, prevent fatigue development, improve learning efficiency and have a good effect on the ability of mental work of primary school students. In order to explore whether the above impact is related to the non-intellectual psychological factors of students, we conducted a preliminary investigation and comparative analysis on the non-mental psychological factors such as emotion, interest and attitude of the fifth graders in electrified teaching and traditional teaching.