Standard Lesson Commentary 1992-93

作者:James Fehe

页数:0

出版时间:1992-6

价格:72.00

isbn号码:9780874037920

具体描述

rr~.N wE LEARN TO DI~IV~ an automobile， wasted time unless the illustration bears directly<br > play the piano， or make a cake. we may on the purpose of the lesson and will be effec-<br > hear someone tell us how it is done， or tive in accomplishing thai purpose.<br >we max read how it is to be done. We may even When a pupil reproduces in his own mind the<br >see someone else do it， but we still do not know truth being taught， he is learning. He is not<br >how to drive on automobile， play the piano， or learning until he participates in this manner.<br >make e cake. We must do it ourselves. The more Merely pouring out knowledge is not teach-<br >we do it， the better we do it. Practice makes per- ing. The teacher who talks on and on， telling<br >fact. This is known as learning by doing， or by what he knows without arousing mental re-<br >participation， or as educators say it， learning by sponse， is wasting his time and the pupil s time，<br >impression plus expression. He is getting nowhere，<br > When someone tells us or shows us， we are Nor is true learning mere memorization and<br >learning by impression. When we do it， we learn repetition of the words of the teacher， of a quar-<br >by expression. Both methods are necessary. {In terly， or， for that matter， of the Bible. Catechism<br >the preceding chapter， we considered the more may have its merits as a method of imparting<br >c on，non methods of teaching by impression.) truth. For children， particularly those in the ele-<br > 5pplied to teaching in the Sunday school， the mentary grades， memorization is recommended.<br >expression method means that the teacher must But catechism alone is not education. It is mem-<br >gain the participation of the pupil. In the orization.<br >pupil s mind， consciously or unconsciously， is A pupil is sometimes said to have learned the<br >the principle of "Use me or lose me." The lesson when he has committed it to memory and<br >teacher leads the pupil to learn by getting him can repeat or recite it word for word. Education<br >to participate in the class session and then to would be simple if this were true. It is not true.<br >practice in daily life the principles learned in however; when the pupil is merely reciting， he<br >the Bible class. The pupil learns by participat- is not participating at his most productive level.<br >ing in the learning process. The teacher s aim is to teach the pupil not only<br > Whether the aim of the lesson is for an under- the words， but the thought of Scripture. In teach-<br >standing of the Bible or the application of Bible ing the Bible， it is important to know and to re-<br >truth to life， the pupil must participate actively member words， but it is even more important to<br >and know that it is for a purpose. The pupil s ac- know and to remember the lesson thought.<br >tivity may be easily observed such as participa-<br >tion in a discussion. Or the activity may be Advancing in Participation<br >largely mental， such as thinking through a The pupil is to be encouraged m express the<br >proposition presented by the teacher， solving a lesson truth in his own words. Sometimes the<br >problem， or arriving at a general conclusion， thought will be expressed crudely. The capable<br > A class is much like a fruit tree--some pupils teacher will pardon the pupil s inability to ex-<br >are ripe and ready to understand what is being press the thought acceptably while he encour-<br >taught， some are nearly ripe， others are only ages the pupil to think more accurately in order<br >partly ripe， and some are entirely green. The to express himself more adequately.<br >teacher cannot pla~ for the advanced pupil or As the pupil advances in participation， he will<br > for the entirely green pupil， but he must plan to give a reason for that which he believes. He will<br > engage the participation of everyone. The discover a truth， seek proof for that which he<br > teacher will learn which methods are most effec- has discovered， voice these proofs， and thus be-<br > tire after he studies the pupils and after he has come a stronger believer than the one who be-<br > tried several methods， lieves but does not know why or who cannot<br > explain why. The Bible teaches that we are to<br > Activate Thinking find out for ourselves if these truths are so. The<br > Th opurpoae of pupil participation is the pupil will take a stronger hold of the truth if he<br > teacher s constant aim--to get the pupil to t]ztnk， can see a reason for it. In searching for proof， tha<br > Merely to give the pupil somethin~ to do to oc- pupil also encounters new knowledge on the<br > qupy the time is a ai~ul waste of opportunity， way， just like the mountain climber who finds<br > For example， engasiia$ the minds of an adult the landscape always widening around him. The<br > ~s by mas~s of an tnterestia$ illusl~atiou is teacher s effort to encourage the pupil to seek<br >

用户评价

这本书的阅读体验，很大程度上取决于它的“编排艺术”。它不仅仅是内容的堆砌，更像是精心设计的一场智力探险。每一章的过渡都显得那么自然而然，像是高明的棋手走出了下一步妙棋，让你在不知不觉中就被引导到了下一个更深层次的议题。我尤其欣赏它在章节末尾设置的那些反思性问题，它们不是那种简单的、可以一笔带过的选择题，而是真正需要你停下来，回溯前文，进行深度自我对话的开放性思考。我发现，当我尝试去回答这些问题时，我才能真正将书中的知识内化为自己的理解。而且，这本书的排版布局也极为考究，行距、字号的选择，都充分考虑到了长时间阅读下的眼睛疲劳问题，这体现了出版方对读者的尊重。这种对阅读体验的细致关怀，让原本可能枯燥的学习过程，变成了一种享受。

当我真正开始沉浸其中时，我发现这本书最核心的价值在于它对“深度”的挖掘达到了一个令人敬佩的程度。它似乎有一种魔力，能将那些看似枯燥的理论知识，通过一种极其巧妙的方式串联起来，使得理解过程变得流畅而富有逻辑性。我注意到，它在阐述同一个概念时，往往会从不同的角度进行剖析，有时是历史渊源的梳理，有时是与其他相关理论的对比，这种多维度的解读，极大地拓宽了我的思维边界。我个人尤其欣赏它在处理复杂概念时的那种耐心和细致，它不会一味地堆砌术语，而是会用非常贴合实际的类比或例子来辅助说明，这使得那些原本高高在上的知识点，一下子变得触手可及。阅读过程中，我常常会停下来，不是因为不理解，而是因为被其中一个精妙的论述所启发，需要时间去消化和思考。这种“引导式”的学习体验，远胜于那种平铺直叙、只告知结果的材料。它教会我的不只是“是什么”，更是“为什么会是这样”。

这本书的装帧设计实在让人眼前一亮，封面那种略带复古的字体排版，配上那种深沉的蓝色调，一拿在手里就感觉沉甸甸的，仿佛握住了某种知识的重量。我特别喜欢它那种朴实无华却又处处透露着严谨的气息。拿到手后，我做的第一件事就是翻阅目录，那清晰的章节划分和明确的主题标注，足见编纂者的用心良苦。每一课时都被细致地分解开来，不仅仅是内容的罗列，更像是为你铺设好了一条学习的路径。那种对细节的关注，让初学者也不会感到无从下手，而有经验的人也能从中找到自己想要深入挖掘的切入点。而且，纸张的质感也相当不错，即便是经常翻阅，也不容易出现磨损或者褪色的情况，这对于一本需要长期研读的资料来说，是非常重要的考量因素。它不像有些现代出版物那样追求花哨的视觉效果，而是将所有的精力都放在了内容的承载和阅读体验上，这种对“本质”的尊重，是真正打动我的地方。书脊的工艺处理得非常结实，即便是平摊开来阅读，也不担心会损坏书的结构。整体来看，这不仅仅是一本工具书，更像是一件值得收藏的案头良伴。

作为一名长期从事相关领域学习的人，我深知“时效性”在某些特定领域的重要性，但这本书所展现出的那种跨越时间的“恒定价值”更让我感到震撼。尽管它成书已久，但其中蕴含的核心原则和方法论，至今看来依然是金科玉 দেহের。它没有被眼下层出不穷的新潮理论所裹挟，而是坚守住了那些经过时间检验的基石。这种“慢工出细活”的学术态度，在信息爆炸的今天显得尤为珍贵。我在对照其他最新出版物时发现，许多新的解读或模型，追根溯源，最终都能在本书中找到最初、最纯粹的逻辑起点。这让我意识到，真正的经典是能够抵抗时间侵蚀的。它提供的是一个稳固的参照系，让你在面对新的知识浪潮时，能够保持清醒的判断力，不至于迷失在表面的喧嚣之中。它更像是一座灯塔，指引着我理解知识体系的内在结构。

说实话，我最欣赏这本书的地方，在于它所流露出的那种“求真务实”的学风。它没有故作高深，也没有刻意去迎合某种流行的解读趋势，而是以一种近乎冷峻的姿态，呈现出对事实和逻辑的忠诚。书中的论述往往是扎实且有据可查的，即便是提出一些具有前瞻性的观点，也会辅以详尽的论证过程，让人信服。它构建了一个严密的思维框架，让你在学习的过程中，不仅获得了知识本身，更重要的是，习得了如何进行有效思考的方法论。这种“授人以渔”的效果，远比单纯的知识灌输要来得宝贵得多。对我而言，这本书已经超越了一本学习资料的范畴，它更像是一位沉默却极具智慧的导师，在我人生的不同阶段，都能提供出恰如其分的指导和启示。它教会我如何去审视信息，如何去构建自己的知识体系，这种能力上的提升是无法用金钱衡量的。