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“一课多研”是指同一教学内容由多位教师实施教学,大家在集体备课和听课、评课中相互比较、切磋,再进行二次设计的教研形式。在实际工作中,它因具有“展现个性教学”“促进自我反思”“实现合作共享”等特点而成为教研活动中备受关注和推崇的策略之一。一、把只提出问题的教研转换为研讨解决问题开始,我们并没有一下子进入课程的实施,而是将一线教师遇到的比较普遍、典型的问题或当前亟需要共同解决的问题确定为研讨主题,鼓励教师从问题、困惑入手开展教研。教师把工作中
“Lessons learned ” refers to the same teaching content by a number of teachers to implement teaching, we prepare lessons in class and lectures, classes in comparison with each other, learn from, and then the second design of teaching and research. In practical work, it has become one of the most concerned and respected tactics in teaching and research because of its characteristics such as “displaying individuality teaching”, “promoting self-reflection” and “realizing cooperation and sharing”. First, the teaching and research that only put forward the question is transformed into the discussion to solve the problem. We did not go into the implementation of the curriculum all at once. Instead, we decided to discuss the more common and typical problems experienced by front-line teachers or the problems that are urgently needed to be jointly solved Theme, encourage teachers to start from the problem, confusion to carry out research. The teacher put in work