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伴随着新课改的春风,作为一种促进教师专业成长的方式——微型课,已越来越被广泛应用。尤其是微型课的同课异构活动更是受到学校与教研部门的重视。同一节课由多人来上,风格不同,目标相同。教师通过讲课、听课与集体对个人的品评,可发现、学习别人好的教学方法,找到自己教学中的不足,以便今后更好地扬长避短,提高课堂教学效率。因此更有“对抗性”、针对性和借鉴性。这样有利于引导
Accompanied by the spring breeze of the new curriculum reform, as a way to promote the professional growth of teachers - mini-classes, has been more and more widely used. In particular, the heterogeneous activities of the lectures in the micro-class are even more emphasized by the schools and teaching and research departments. The same class by more than people, different styles, the same goal. Teachers through lectures, lectures and collective assessment of individuals, you can find, learn others good teaching methods to find their own teaching deficiencies in order to better avoid weaknesses in the future, improve classroom teaching efficiency. Therefore, more “confrontation ”, targeted and learn from. This is conducive to guide