摘要
教学过程关键在于设计好“教学主线”，并最终把教师和教材的知识及其结构变成学生的知识及其结构。文章指出了知识系统逻辑／学生理解逻辑与教师讲授逻辑的区别。教学过程一般来说是一种知识传递的教学线性化过程，讨论了知识讲授的教学过程线性化及其对知识的系统结构的还原问题。为此给出一种基于系统科学知识模型（SSBKM）的知识结构组织方法；重点提出了“基于系统科学知识模型的教学主线的设计方法”，认为，只有以某种教学主线组织教学，做教学过程的线性化并能还原知识的本源结构，才能真正谈到对所学知识的掌握。文中还提到促进教学主线的教学方法：“思（考），（浏）览，（攻）读，学（习），练（习）与（运）用”之多重循环的教学方法。文章还以本文为例作为“一项知识”——Y，例说了Y的基于系统科学的教学表达法。
The key of teaching is to design some ＂Teaching Main Line ＂, and ultimately to impart the knowledge and its structure of teachers and teaching materials to students themselves knowledge and its structure. This research indicates that the knowledge/system inner logic are differ from students comprehension logic, the teaching process in general is a kind of linearization process of teaching knowledge. Discussed the linearization of teaching process, as for transformation and restoration of the knowledge/system structure. Therefore given a Systems-Science Based Knowledge Model （SSBKM） for structure and organization methods of a knowledge; especially focuses on ＂the teaching mainline method based on SSBKM＂. Think that only organizing teaching based on a certain Teaching Mainline, making teaching process linearization and finally restoring the original knowledge and its structure, can we really take for acquire and mastery of the knowledge. The article also mentioned the method that promote Teaching Mainline： the multiple cycle teaching methods of＂ponging over, browsing, reading, learning, exercising, practicing and applying＂. The article also takes this paper as ＂a knowledge＂ example, the Y, given the teaching expression method of Y based on systems science.
