论文部分内容阅读
在初一年级青少年修养课教学中,如果总是采用教师讲学生听,教师考学生背的方法,就会使学生感到单调呆板、枯燥无味、学生也就不愿意学。河北省华北石油技工学校附中李润龙老师为了改变这种状况,对课堂教学结构进行了改革,从而激发了学生的学习兴趣,课堂上出现了生动活泼的局面,教学效果有了明显提高。李老师的具体做法是把每节课的教学分为三步。议一议。每次学新课,一开始就把要讲的主要问题提出来,让学生根据自己以往的生活经验发表看法。青少年修养课所讲的内容,跟学生的日常生活有着紧密的联系。学生对此都有或深或浅的感受。因此,他们对提出的问题都是有言可发的。如在教《热爱集体》一课时,教师先向学生提出了三个问题:什么是
In the first grade of young people ’s self - cultivation teaching, if teachers always talk about students’ listening and teachers ’methods of examining students’ backs, students will feel monotonous, dull and boring, and students will not want to learn. In order to change this situation, Li Runlong, a middle school student at North China Petroleum Technical School, conducted a reform on classroom teaching structure, which stimulated students’ interest in learning. A vivid and lively situation appeared in the classroom, and the teaching effect was obviously improved. Teacher Li’s concrete approach is to teach each lesson is divided into three steps. A discussion. Each time you start a new class, you start with the key questions you want to talk about and give your students an opinion based on their previous life experiences. Teenagers’ class talk about the content, with the daily life of students have a close contact. Students have deep or shallow feelings about it. Therefore, they are free to say anything about the issues raised. As teaching “Love Collective” class, the teacher first asked the students three questions: what is