{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"dde4e586-1def-4457-8ec5-0287b0b0511d","title":"认知 人行为背后的思维与智能","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300273921","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"dde4e586-1def-4457-8ec5-0287b0b0511d","id":"dde4e586-1def-4457-8ec5-0287b0b0511d","uuid":"dde4e586-1def-4457-8ec5-0287b0b0511d","title":"认知 人行为背后的思维与智能","normalized_title":"认知人行为背后的思维与智能","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300273921","isbns":["9787300273921"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":290,"navigation_url":"https://workshop.closeclaw.top/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d","title_url":"https://workshop.closeclaw.top/ai/title/%E8%AE%A4%E7%9F%A5%20%E4%BA%BA%E8%A1%8C%E4%B8%BA%E8%83%8C%E5%90%8E%E7%9A%84%E6%80%9D%E7%BB%B4%E4%B8%8E%E6%99%BA%E8%83%BD","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/dde4e586-1def-4457-8ec5-0287b0b0511d","page_url":"https://workshop.closeclaw.top/api/ai/books/dde4e586-1def-4457-8ec5-0287b0b0511d/page","search_url":"https://workshop.closeclaw.top/api/ai/books/dde4e586-1def-4457-8ec5-0287b0b0511d/search"},"page":{"printed_page":217,"pdf_page":228,"physical_index":228,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"d4c76b921366ffc608d2a7c025f385787feebab5334a98004df7516f730cb87a"},"chapter":"第六章","content":"从教师如何发出信息和学生如何接收信息两方面来分析，发现法的“做中学”安排得是否恰当，要看学生用在搜索上和用在发现规律上的时间的比例。只有当用在搜索上的时间所占的比例小时才是有利的。因此，在进行发现法教学时出题不能太难，不能使学生搜索很久仍然不能发现规律，也不要让学生花了大量的时间却只得到少量的信息。当然，问题的难易与学生已有的知识有关。应该出那些只要学生认真做就能得出答案的问题。通过上述分析，我们可以得出一种很有用的教学方法：有指导的发现法，即教师经过周密的考虑，设计出一系列问题，一步一步地引导学生去发现规律的教学方法。\n\n教师一般要通过考试和作业了解学生的理解程度，以便发现改进教学的途径，弥补学生所缺少的知识。但这样做会产生一个严重的问题，学生只能靠从教师那里得来的反馈才能了解自己的学习结果，而我们目前教师与学生的比例大约是1：100，即使教师的比例更大，反馈还是有很大局限性的。\n\n学习过程\n\n学习过程是对一系列符号的学习、存储及以后的提取和应用的过程。实现这一过程只靠记忆显然是不够的，学生还要利\n\n第六章学习\n\n217","previous_page":216,"next_page":218}