| 摘要：随着我国课程改革的不断深入，课堂教学评价标准的改变，学生在教学中主体地位的凸现，新课程要求教学从单一的知识传授变为对学生自主学习的引导，俄语论文，不仅要使学生获得知识与技能而且要形成学生的情感，态度和价值观以及各种能力。因此，如何创设自主学习的情境，激发学生的主观能动性，培养学生自主学习的能力是当前深化课堂教学改革所面临的重要课题，俄语论文网站，本文主要从启发的涵义，启发教学的准则与要求，启发教学的措施，来说明俄语教学中启发思维的认识与实践如何达到最佳的结合，优化教与学的过程，提高课堂教学效益。 Abstract：With the deepening of the curriculum reform in our country, change of classroom teaching evaluation standards, highlighting the main body status of students in teaching, new curriculum teaching requirements from single knowledge teaching into the students autonomous learning guidance, not only to enable students to acquire knowledge and skills and to form a student's emotion, attitude and value view, ability. Therefore, how to create autonomous learning situation, stimulate students' subjective initiative, cultivate students' autonomous learning ability is an important task of the current deepening the teaching reform, this paper mainly from the meaning of inspiration, the principles and requirements of the heuristic teaching, heuristic teaching method to illustrate in Russian teaching inspiration thinking and practice of how to achieve the best combination of and optimize the teaching and learning process, improve the effectiveness of classroom teaching. 引言：1.启发的涵义教学启发措施与技巧思想及实践中外教育史上是源远流长的。在我国,“启发”一词源于《论语·述而》篇:“子曰:不愤不启,不悱不发。举一隅不以三隅反,则不复也。”孔子启发教育的涵义是:教导学生,不到他想弄明白而又弄不明白的时候,不去启示他的思路:不到他想说而 |
