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传统复习课都是先系统整理已学知识,然后让学生做试题,凸显“温故”而忽视了“知新”。以“燃烧条件再探究”复习课为例,在设计中注重“温故”“知新”并重,既做到“温故”所学的知识,又通过探究激发学生进行燃烧条件的再探究,以期达到本节复习课“知新”的教学目标。最后教学反思:“温故”是“知新”的前提,是系统建构知识体系的关键;“知新”是“温故”的延续,是提升复习课质量的关键;“温故”“知新”并重,复习课才会更加高效。
The traditional review class is the first system to organize the knowledge has been learned, and then let the students to do the test, highlighting the “warm old” and ignore the “new knowledge.” Taking the “Re-exploring the Burning Conditions” as an example, we should pay attention to both the “old man” and “new man” in the design so that both the knowledge of “old man” and the students’ Re-explore the conditions of combustion, in order to achieve this section review class “new knowledge ” teaching objectives. The last teaching reflections: “warm old” is the premise of “new knowledge”, which is the key to the systematic construction of knowledge system; “new knowledge” is the continuation of “warm old things” “Warm old ” “know new ” equal, review class will be more efficient.