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一、实施“研学后教”的教育理念,变教师举例过程为学生收集材料和自主研学过程。传统的思品教学中,教师在讲解重难点知识时,都会力求引用很多不同的、生动的事例。但是这些事例只是符合教师的思维实际,不一定适合学生的生活实际。学生在学习过程中只是被动地接受,学生的思维被限制在教师教学设计的条框之中,不能主动生成知识。笔者在讲授新的教学内容之前,在研学案的设计中会严格根据教学
First, the implementation of “post-graduate teaching” concept of education, change the process of teachers for students to collect materials and independent research process. In the traditional teaching of thinking, teachers try hard to cite many different and vivid examples when explaining the knowledge of heavy and difficult points. However, these cases are only in line with the teacher’s thinking reality, not necessarily suitable for the actual life of students. Students in the learning process is only passively accepted, the students’ thinking is limited to the teaching of teachers design, can not take the initiative to generate knowledge. Before teaching the new teaching content, I will strictly follow the teaching in the design of the research case