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第一次读到与教学有关的“围场”一词,是在一篇文章中窦桂梅老师提出的“好课”观:好课是没有“围场”的课堂,是“家常味”的课堂,是“开放”的课堂。反观自己和身边教师的课堂,感觉就像是一个四周围挡起来的篱笆墙,令人窒息,可又无能为力,只好囤于其中,在有限的空间内求得自我突破。面对农村小学美术课堂的窘境,如何实现有效突围,突破“围场”的樊篱,是我们美术教育工作者需要思考和研究的问题。
The first reading of the word “yard” related to teaching is a concept of “good class” put forward by a teacher named Dou Guimei in an article: A good class is a classroom without “yard Homely taste ”classroom, is “ open ”classroom. On the other hand, the classrooms of teachers and teachers around me feel like a fenced fence which is surrounded by people. It suffocates, but can not do anything, so I have to stay in it and seek self-breakthrough in a limited space. In the face of the dilemma of rural primary school art classrooms, how to achieve effective breakthrough and break through the barrier of “yard” is a problem our art educators need to think and study.