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“唐老师,你今天执教的《小苏打与白醋的混合》这堂课,比两年前执教的这课有了质的飞跃……”市教科院科学教研员常利梅老师在评课时高兴地说道。回想这两年的变化,我深深地感受到:是学校为生命而教育的思想影响了我,是学校构建“大科创”的素质教育模式助推了我,是学校开展“生命课堂教学建模”转变了我。过去,我一直认为科学课只要学生喜欢就成功了,所以对教学中的行为、方式、资源等都未作深入的研究和分析,导致课堂有时活跃有时死板,影响了教学
“Teacher Tang, coaching you today,” a blend of baking soda and white vinegar, “this course, than two years ago coached this lesson has been a qualitative leap ... ” City Academy of Science teaching and research often Lee Mei teacher comment Said with pleasure during class. Recalling the changes of these two years, I deeply felt that it was the thought of education for life that influenced me. It was the model of quality education that schools built “ Life classroom teaching modeling ”changed me. In the past, I always thought that the science class was successful as long as the students like it. Therefore, no deep research and analysis on the behaviors, ways and resources in teaching has led to the sometimes active and sometimes rigid classroom teaching, which affected the teaching