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“课程的基本理念”中提到:积极倡导自主、合作、探究的学习方式。这无疑为我们的课堂教学指了一条明路,也为我们的课堂教学增添了新的活力。但究竟如何合作,又如何探究,一度曾在我们的教育界引起了争论。而这一条教育理念的提出也曾经成为评价课堂教学优劣的唯一标准,许多老师认为课堂教学中若没有小组讨论,就违背了新课程的教学理念。于是一哄而上,需要的,不需要的,都要讨论,看着热热闹闹的课堂,心里才会觉得安慰:自己实践了新课标。有时候听老师们的课,小黑板中出示的小组讨论题中竟然还有“文中的主要人物是谁?”真是让人啼笑皆非。还有一种倾向,老师问的问题有讨论的必要,而且很有深度,但是没有进行明确的定位就开始进行讨论,结果学生热热闹闹解决的问题似是而非,不能达到预期目的。
“The basic idea of the course ” mentioned: Actively advocating autonomous, cooperative, exploratory learning. This undoubtedly points to a clear path for our classroom teaching and adds new vitality to our classroom teaching. But how to cooperate and how to explore it once caused controversy in our education circle. However, this idea of education has also become the only criterion for evaluating the advantages and disadvantages of classroom teaching. Many teachers think that if there is no group discussion in classroom teaching, it violates the teaching concept of the new curriculum. So hey, need, do not need to be discussed, watching the bustling classroom, my heart will feel comfort: I have practiced a new curriculum standard. Sometimes listening to the teachers’ class, small group discussion questions in the blackboard turned out to have “Who is the main characters in the text?” "It is really ridiculous. There is also a tendency that the questions asked by the teachers are necessary for discussion and are profound in depth. However, the discussions are not started without a clear positioning. As a result, the students’ troublesome problems can not be fulfilled and the intended purpose can not be achieved.