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近年来,说课以其具备教学一体化、提高教研活动实效、系统全面地梳理教学过程等优点,在全国以竞赛的形式受到广泛推崇。用“涉江而过”作为本论文的主题,除传达一种竞赛的态度与现状外,更多是针对教师对说课知识的拆分、重组认知与说课情感层次梳理的能力而言。好的说课标准,不仅需要有机械解构组合的能力,还必然包含课堂温度创设的智慧。换言之,它应该是形而下的理性组成形式+形而上的感性提炼内核,二者相辅相成的处理方法则是贯穿始终的主线。在本文中,笔者另辟蹊径以自身的经历、经验对说课做了全新切入角度的诠释。
In recent years, lectures have been widely praised throughout the country in the form of competitions because of their advantages of integrating teaching, improving the effectiveness of teaching and research activities, and systematically and comprehensively teaching the teaching process. In addition to conveying the attitude and status quo of a contest, this article focuses more on the teacher’s ability to analyze the knowledge of the class, the reorganization of cognition and the emotional level of the class . A good lesson-telling criterion requires not only the ability to deconstruct the mechanics but also the wisdom created in the classroom temperature. In other words, it should be the physical form of the metaphysics + the metaphysical core of the metaphysics, and the complementary approach is the consistent one. In this article, I find another way to make an entirely new interpretation of the lesson from my own experience and experience.