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一、明理型课题课堂创新模式明理型课题的创新模式分为“感知—形成—深化”三个阶段。感知,运用新颖的形式初晓观点;形成,教师运用多种教学手段,让学生形成某种道德认识;深化,对概念的内涵和外延有较深刻的理解。如:教学《保持环境卫生》一课,重点是通过学生比较环境是否卫生的不同感受,来唤起学生保护环境卫生的责任感。1.感知阶段。要让学生发现问题:“同学们,星期天你们会到公园、娱乐场去玩吗?假如到处是垃圾,脏得很,你们愿意去吗?为什么?”还要让学生分析问题:“满地脏乱,使人见到不舒服、恶心。我们的清洁工人每天都把街道、公园等打扫得干干净净,我们如果不注意保持,随地
First, the rational model of classroom innovation model Clear model of the innovation model is divided into “perception - formation - deepen” three stages. Perception, the use of innovative forms of early Xia point of view; formed, the teacher uses a variety of teaching methods, so that students form a certain moral understanding; deepen, the concept of connotation and extension of a more profound understanding. Such as: teaching “to maintain environmental health,” a lesson, the focus is on students to compare the different feelings of the environment is health, to arouse students' responsibility to protect the environment and health. 1. Perception stage. Let students find the problem: “Classmates, do you go to parks and casinos on Sundays? Are you willing to go if you are trashy and dirty? Why?” Students are also asked to analyze the problem: Chaos, people see uncomfortable, disgusting. Our cleaners clean the streets, parks and other clean every day, if we do not pay attention to keep, anywhere