论文部分内容阅读
在一次教研活动中,笔者听了几节语文课,上课的几名教师都是执教的人教版小学语文五年级上册第四组课文《珍珠鸟》这一课,采取的方式是凭借年级组集体备课研制的导学案,先学后教。随堂听课的教师们发现,在这几节课堂中都出现了一个带有共性的问题,那就是聚焦到交流展示环节,各学习小组大多围绕第一个问题发表意见,而对第二个问题少有言论交锋和思维的深度碰撞,出现了学习目标窄化的现象。《珍珠鸟》是一篇自读课文,编排在第四组“生活
In a teaching and research activities, I heard a few Chinese classes, several teachers in the class are taught PEP Primary Chinese fifth grade on the fourth group of text ”Pearl“ this lesson, the way is by virtue of the grade group Collective lesson preparation guide case, after the first education. Teachers attending the class found that there was a common problem in all these classes, that is, focusing on communication and presentation, most of the study groups expressed their opinions on the first question, while the second question There were few clashes and deep collision of thinking, which led to a narrowing of learning goals. ”Pearl Bird“ is a self-read text, arranged in the fourth group ”life