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作为一名农村英语教师,在金泽这快灵地从教已经快五年了,在这几年里我深深的被这里的一切所感动着,看到自己的学生快乐的学习,健康的成长着,让我感到无比的欣慰。然而欣喜之余却伴随着一些忧虑,那就是英语教学,如何让学生在老师少教的前提下去高效率的学习,一直是让我所困扰着,这几年我一直在自己的教学中默默的探索着。在2008学年,很荣幸我成为我们学校三疑三探教学课题成员之一,从那时起,就一直在校长所提出的:设疑自探,互疑互探,再疑再探的教学模式中探索着,也就是我们现在所说的让老师尽可能的少教,让学生自主的多多学习,还学生一片自由的空间的英语教
As a rural English teacher, Kanazawa has been quick to teach since almost five years, in these years I am deeply touched by everything here, to see their students happy learning, healthy growth With, let me feel very pleased. However, there are some worries over the joy, which is English teaching. How to make students learn efficiently under the premise of fewer teachers has always been a problem for me. In recent years, I have been silent in my teaching Explore. In the 2008 academic year, I am honored to be one of the members of our school’s three suspicions and three probing courses. Since then, the principals have always put forward the following teaching models: questioning self-exploration, mutual suspicion, and questioning again To explore, which is what we now say so that teachers as little as possible to teach students to learn a lot of autonomy, but also students in a free space of English teaching