创新教研形式 发展教师能力

• 作 者: 吴亚香
• 机 构: 江苏省镇江市教育局教学研究室,
• 出 处: 中国学校体育
• 发表日期: 2015年01期
• 关键词: 教研形式 教师能力 专家点评 学习行为 上课教师 后听 学习过程 情境教学法 学习效果 教学设计能力

一、任务分解,激发教师学习主动性传统的看课活动中,大家通常是坐下来看课,或者拿份教案、课前听教师介绍后开始看课,看课后听专家点评,记录听课笔记。教师们主观地认为:反正有专家点评,没有我多少事。所以,在听课时,不会仔细听上课教师讲的每一句话,不会在乎学生学习行为的每一个变化,只是大概地听听、看看,甚至可能互相聊天、玩手机等,活动

First, the task decomposition, inspire teachers to learn the initiative Traditional lesson activities, we usually sit down and read a lesson, or take a lesson plan, after the teacher began to read the class after class, listen to the class after listening to review, record notes . Teachers subjectively think: any expert comments, there are not many things I do. Therefore, during lectures, we will not carefully listen to every lesson lecture teacher, do not care about every change in student learning behavior, but probably listen to, look at, and may even chat with each other, playing mobile phones, etc.