适时克服“盲点”提高教学质量

• 作 者: 陈国海 张红焱
• 机 构: 浙江省绍兴县柯桥中学,浙江省绍兴县柯桥中学,
• 出 处: 成才
• 发表日期: 2004年期
• 关键词: 教学质量 反馈网络 阿伏加德罗定律 实验事实 教学工作 单元测试 高一新生 自我纠错 题设条件 考试说明

由于学习基础和认知水平的差异,使得学生在接受新知识的过程中存在这样或那样思维上、知识上的“盲点”。“盲点”的增多,势必减弱学生的学习兴趣,甚至自信心。因此,适时显示且纠正学生的“盲点”,对大面积提高教学质量显得尤其重要。下面谈谈笔者克服“盲点”的一些作法。一、建立信息反馈网络,及时显示“盲点”学生们的知识“盲点”有些是带有班级、甚至年段共性的,有些是个别的。因此,其纠正的手段就各不相同。为保证纠正“盲点”的有效性和针对性,必须

Due to the differences of learning foundation and cognitive level, students have one or more of the “blind spots” of thinking and knowledge in the process of accepting new knowledge. The increase of “blind spots” will inevitably weaken students' interest in learning and even self-confidence. Therefore, timely display and correct the “blind spots” of students, is particularly important for improving teaching quality in a large area. Here to talk about the author to overcome “blind spots” of some practices. First, the establishment of an information feedback network, timely display of “blind spots” of students' knowledge “blind spots” Some are with classes, and even section commonality, and some are individual. Therefore, the means to correct them vary. In order to ensure the correctness and pertinence of “blind spots”, it is necessary