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如何有效把握课改教学理念已成为摆在广大教师面前的急需解决的重要课题。我们的一些管理者有意或无意地陷入“替师破茧”的误区,要求教师将教学千篇一律地套化在一种或几种课改模式下运行,并以此作为习以为常、天经地义的教学管理常规。教学有法,但教无定法。课堂教学中存在着许多不可预知的因素,教师教学应从物质化固态走向人文化动态,随着学生学习的生命化进程,灵活地改变教学预设,走出教学模式构建的“效颦”、教师教学个性的失落、学生生命体验的空白的误区。
How to effectively grasp the teaching concept of curriculum reform has become an urgent issue to be solved in front of the majority of teachers. Some of our managers, consciously or unconsciously, fall into the erroneous zone of “breaking the coffin for the teacher,” asking the teacher to put the teaching into practice in one or more mode of curriculum reform and use it as a common and justified teaching Management routine. Teaching law, but teaching no method. There are many unpredictable factors in classroom teaching. Teachers should move from materialized solid state to humanistic dynamic state. With the life process of students’ learning, they can change their teaching preconditions flexibly and get out of their “teaching mode” Lost teaching personality, blank misunderstanding of student life experience.