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近年来,韶关地理教研室开展的同课异构的教研活动,得到了广大地理教师的热情支持与积极参与。我校的同课异构教研活动也初步展开,但是,在几次同课异构教研活动中,笔者发现,绝大部分教师对“同课异构”的认识和理解还只停留在初级阶段。因此,我们有必要从多方位、多角度去诠释同课异构,从而深刻认识和理
In recent years, the heterogeneous teaching and research activities of the same class conducted by the Geography Teaching and Research Office of Shaoguan have received the enthusiastic support and active participation of the majority of geography teachers. However, during several co-teaching heterogeneous teaching and research activities, the author found that most of the teachers’ understanding and understanding of “co-lectures heterogeneous” only stayed on the Primary Stage. Therefore, it is necessary for us to interpret the same-class heterogeneity from multiple perspectives and perspectives so as to profoundly understand and manage