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回想从教十六年以来,我的教学经历了三个阶段:第一阶段,刚刚走上讲台不久,总觉得对课堂的掌控力度不够,课堂教学喜欢一言堂,自己讲自己可以控制,多用实验和有趣的实例带动课堂气氛,教学效果经过考试的检验还不错。第二阶段,工作完成一轮循环教学再回到起始年级,自己认为课堂授课不应该这样,有所思考、有所改进。第三阶段,随着工作时间的增加,加之学校整体的风格影响,我发现课堂上的主流模式还是教师一味地讲授灌输,学生成了学习的被动接受者,甚至基础较弱的学
Recall from teaching sixteen years, my teaching has gone through three stages: the first stage, just walked onto the podium soon, always felt that the control of the classroom is not enough, classroom teaching like a word of self, they can control themselves, use their own experiments and interesting The example of driving the classroom atmosphere, teaching results after the test is not bad. The second stage, the work completed a round of teaching and then back to the starting grade, I think the class should not lecture, think, improve. In the third stage, with the increase of working hours and the style influence of the school as a whole, I found that the mainstream model in the classroom is that teachers teach indoctrination, that students become passive recipients of learning and even weak ones