Marxist Epistemology and Experimental Teaching

Marxist Epistemology and Experimental Teaching Assistant Inspector Hao yunfu of Anhui Provincial Department of Education 　　

Why should we emphasize lab teaching? Fundamentally speaking, experimental teaching is an inevitable requirement of Marxist Epistemology.

"Philosophers only explain the world in different ways, but the problem is changing the world ." -- This is a classic famous saying in the classic Marxist book "Outline of feubaha" engraved on the tombstone of Marx. In this "Outline of genius", which was praised by Engels, Marx introduced the viewpoint of "practice" into the cognition. From then on, "practice" has become the watershed and touchstone of Marxism materialism and old materialism. Mao Zedong made a profound exposition and scientific development of Marxism: He put forward the famous conclusion of "practice first, it is pointed out that practice is the source of understanding, and practice is the driving force of understanding development. Practice is the purpose of understanding, and practice is the only criterion for testing understanding (including truth. Cognition begins with the perceptual stage, which is the materialism of the cognition. Cognition needs to be developed to the rational stage, which is the dialectics of the cognition. The dynamic role of cognition is not only the leap from perceptual cognition to rational cognition, but also the leap from rational cognition to revolutionary practice. Humans always follow the infinite cycle of "Practice-understanding-Practice" and never end up Promoting the Development of understanding. Knowledge belongs to the scope of epistemology. There are only two types of knowledge in the world: perceptual knowledge and rational knowledge. Knowledge acquisition is achieved through a way from sensibility to rationality. Mao Zedong particularly stressed the practice of taking part in the reality of change (including experiments) and pointed out that "if you want to know the taste of a pear, you have to change it and eat it first ."

From the basic point of view of the above Marxist Epistemology, it is not difficult to come up with the following points in our experiment teaching:

1. Experimental Teaching conforms to people's cognitive rules. It is a good embodiment of the cognitive process from perceptual cognition to rational cognition, from rational cognition to practice (including experiments), so that students can complete this process on their own, let them achieve a "Leap" in their understanding ". With this process, we can change the incomplete knowledge (lack of perceptual knowledge) to a more complete knowledge (adding rational knowledge to perceptual knowledge ); it can be changed to the rigid and Abstract Teaching of "injection" to the lively and Vivid Teaching of "heuristic". Then, it can be changed to "passive learning" and "active learning "; instead, you can simply stick to the rote to accumulate and consolidate knowledge so that you can master and use knowledge on the basis of understanding.

2. Experimental Teaching is conducive to cultivating students' practical ability and innovative spirit. The most obvious feature of experimental teaching is to allow students to "participate in practical practices of transformation" and "Students" to "eat pears" and truly feel the taste of "Pears ", instead, I will never "eat pears" (Demonstration Experiment), or "lecture on pears ). Advantages of Experiment Teaching: first, let the students learn the knowledge skills in the experiment process, get insights in the Direct Feeling, rather than "second-hand" materials. By doing so, we can build rational knowledge on the basis of perceptual knowledge, learn well and be impressed. The second is to cultivate students' hands-on ability and enhance "work ". In the course of the experiment, the students use facial features to obtain all-round information. By using hands and brains, you can consciously complete an experiment process, which enhances students' hands-on ability. Third, stimulate students' interest and desire for innovation. Lab teaching enables students to answer "what is" and "why" during the experiment, while also giving students some new "why" and "how to do" during the experiment ", in this way, the desire to innovate will naturally arise from interest to knowledge exploration. Don't underestimate this. If Newton was not interested in "Why did apple fall?", he would not be able to talk about a series of profound scientific achievements such as "Universal Gravitation.

3. Experimental Teaching is conducive to forging students' scientific quality. Mao Zedong once pointed out that "scientists are honest people", that is, they respect reality, law, and use a scientific attitude to handle affairs. At this point, Ma Yun in The Romance of the Three Kingdoms can be regarded as the best negative instructor. He used to talk on paper. When he got in touch with the actual situation, he lost the street stand and was cut down by Zhuge Liang. Lab teaching is extremely beneficial to the scientific quality of students. It can cultivate students' rigorous scientific attitudes. In the course of an experiment, the expected experiment results could not be met if a program is missing, an apparatus is missing, or an error occurs. This must be done honestly. More importantly, it is of great significance for establishing the Marxist line of understanding (or the ideological line. Lab teaching strengthens students' "practical views" and enables students to develop a character that respects reality and rules. Lab teaching strengthens students' awareness of "truth standards, let them through a series of experimental processes in their minds deeply lay the brand of "practice is the only criterion for testing truth.

Since experimental teaching reflects the inevitable requirements of Marxist Epistemology on education, experiment teaching, as a hard indicator and hard task, should be definite. However, the understanding and practices of "soft indicators" and "soft tasks" are still quite large.

"If you don't engage in lab teaching, are you admitted to a famous university ?" -- No wonder! You are still looking at lab teaching from the perspective of exam-oriented education. Indeed, lab teaching is poor, and examples of university or even famous universities are not involved. The exam-oriented education model has indeed created a group of students who are very good at examination and Q & A, but their problems are exposed after they step onto the society: poor hands-on ability, less creative. What we need to break is the disadvantages of exam-oriented education. What we need to establish is the new concept and model of quality education. Do you want to train millions of high-quality talents who are practical and innovative in the face of future high-tech challenges?

"You just need to do some experiment demonstration. Why do you have to do it !" -- Poor! The experiment shows that students can see "eat pears" instead of "eat pears ". The lab teaching we talk about is to let the students "participate in the practice of transformation". What we want is "Stuttering ". The teaching practice also proves that what you understand is not necessarily applied and not necessarily done. However, those students who will apply and do well can really master the knowledge. Instructor demonstration cannot replace students!

"Simulating the experiment process with a computer can replace the experiment ". -- No! Computer Simulation of the experiment process is helpful for teaching, and it is also helpful for guiding students to perform experiments, but it cannot replace experimental teaching. To put it bluntly, do not deprive students of the right to "eat pears.

"Experiment teaching is good, it is too troublesome ." -- "Fail to fall into the tiger's point, just give it a tiger "! This is the dialectics of loss and gain. What we do is a "troublesome" job, in exchange for a real quality of teaching. The practice of cutting corners in lab teaching for fear of trouble is precisely the hands-on ability of students and is undesirable.

To make experimental teaching a hard indicator and a hard task really "hard", in addition to carrying out education on Marxist Epistemology and increasing the understanding of Educators (this is the key point) and educators on the importance of experimental teaching, the Mechanism problem must also be solved. The two can combine to make the "hard" hard. However, it is a good practice to add lab tests and calculate the scores into the total score. Some cities have done this. It actually played a significant role in promoting experimental education. Don't say you don't want to open lab courses. It's just a sloppy one. You can't stand the pressure of public opinion from students and parents! The city that implements this "good strategy" has already tasted the sweetness brought by the Mechanism. It should not only be done, but also be feasible! This paved the way for intensifying the promotion of the trial lab operations for the senior high school entrance exam and taking them into the total score.

To put it another point, since it is emphasized that students can "eat pears", is the role and status of teachers not important in experimental teaching? This is definitely not the case! After all, experimental teaching is a form of teaching and a special form of teaching. in experimental teaching, the status and role of teachers have not been reduced, in addition, teachers have higher requirements for teaching. Specifically, the instructors who serve as lab teachers must practice the basic skills of the lab course, so as to achieve the following:

First, it will be designed. Be good at designing lab courses carefully. Through scientific design, students can give full play to their subjective initiative and gain more knowledge.

The second is to explain. Based on the characteristics of lab courses, we should be good at combining theory and practice, and inspire students to conduct experiments with questions.

The third is demonstration. Teach students how to operate in the demonstration.

4. Guidance. Prompt and inspire students in a timely manner during their operations, and explain questions if necessary.

5. Comments. I don't want to talk too much, but I want to be refined and useful. I need to put the experiment process and results (perceptual knowledge) to the heights of rational understanding, it also marks the students' minds deeply. This is called Deepening Teaching Achievements.