基于强化问题意识的高中历史学科学生自主学习能力的培养

强化学生的问题意识是新课改的呼唤,是培养学生创新精神的起点。近年来,随着我国教育改革的逐步深化,把培养学生的创新精神和实践能力作为素质教育的重点已形成共识。因而,对培养学生创新精神"切入点"的问题意识的培养——逐渐成为教学研究的重点问题。高中学生的认知特点己由形象思维逐步转移到抽象思维,已有一定的自制力和较强的独立思维意识,他们己具备一定的综合素质,包括独立思考和初步辨证分析问题的能力、思维活跃、理性思维能力有所提高、自我意识进一步增强等,再加上他们原有的基础知识储备,这些均为高中学生自主学习能力的培养莫定了良好基础。当然,高中学生毕竟还是学生,对历史知识的储备还不充分,对史实的领悟能力还比较欠缺,自主学习还需要教师的引导和帮助。

一个有意思的问题

有一个问题是：为什么一个人身上有两只耳朵、两只手、两只眼睛、两只脚，而鼻子只有一个、嘴巴只有一张？

初中物理教学中学生问题意识的培养

伴随着新课改的深入实施,传统的教师提问学生回答的教学方式,难以适应当前初中物理教学的需要。初中物理作为一门实践性较强的自然学科,需要不断培养学生的问题意识,充分发挥学生在课堂中的主体地位,从而不断提升学生发现问题和解决问题的能力。本文在主要从四个方面积极探讨在初中物理教学中培养学生问题意识的具体策略。

关于“社会科学研究要有强烈的问题意识”的思考

问题是时代的声音。理论研究,归根到底是对问题的研究。关于社会科学研究的问题意识,我们应该清楚什么是'问题意识',怎样面对'问题'。作为社会科学研究就要以'问题意识'为中心进行研究。

The modern context and ancient resources of Chinese literature

To enter into and utilize the resources of ancient literature is a necessity for literary modernity. In the twentieth century, modern Chinese literature generally adopted four paradigms in pursuit of this objective： the socio-political paradigm that viewed traditional literature in terms of ＂quintessence-dross＂ under the guidance of the Marxist doctrine of the critical inheritance of cultural heritage; the ＂spiritual awakening＂ paradigm that, being inspired by Western schools of thought such as hermeneutics, viewed traditional literature as ＂the source of new literature＂; the scientific-aesthetic paradigm that viewed traditional literature as combining scientific interpretation and modern aesthetics and focused on interpretation, transformation, innovation and creation from within; and the folk paradigm that viewed literary tradition as a narrative of daily life demonstrating the way in which ancient and modern literature were connected in a cultural whole. What is important in the complementary and competitive development of these coexisting paradigms is highlighting ＂problem consciousness＂ in ＂interaction＂ and ＂original creation＂ and the reconstruction of the value of real human life through entering into and reactivating the resources of ancient literature.