分析需求,以学定教——高三生物一轮复习经验谈

• 作 者: 徐姝昀
• 机 构: 浙江省嘉兴市嘉善中学,
• 出 处: 知识窗(教师版)
• 发表日期: 2013年01期
• 关键词: 以学定教 生物学科 坐标曲线 复习效率 新课程实验 减数分裂 单元测试 谈话对象 吾将上下而求索 情感距离

学习需求是指学生目前的学习状况与所期望达到的学习状况之间的差距。“期望达到的学习状况”是指期望学生具备什么样的能力与素质,对高三生物一轮复习来讲,是高考考试大纲规定的考生应获取的能力与具备的素质;“目前的学习状况”是指学生已经具备的能力与素质;“学习需求”正是两者之差,它指出了学生的不足之处,也反映出教学中存在的问题。从这个意义上说,学习需求指明了教学设计的整体目标,即本文所指的“以学定教”。

Learning needs refers to the gap between the student’s current learning status and the desired learning status. “Expected learning status ” refers to what kind of ability and quality students expect, in terms of a review of the third year biology, is the college entrance examination exam outline provides candidates with the ability and quality; “current Learning status ”refers to the students have the ability and quality; “ Learning needs ”is the difference between the two, it pointed out the inadequacies of students, but also reflects the problems in teaching. In this sense, learning needs point out the overall goal of instructional design, which we refer to as “learning to teach”.