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对于一定的教学内容,到底是把它作为知识传递给学生,还是让学生通过体验自己获得成长的经验,这是设计教学活动的根本取向问题。在课堂教学中,教师力戒抽象的讲授,尝试设计教学活动,让学生敏锐发现、细致观察、充分感知和体验并得出结论,会取得事半功倍的效果。对此,笔者试以“掌握系统优化的方法”这一知识点的活动设计为例加以说明。“掌握系统优化的方法”是《生活与哲学》第七课
For a certain teaching content, in the end it is passed as knowledge to the students, or let students experience through their own growth experience, which is the fundamental orientation of design teaching activities. In classroom teaching, teachers should abstain from abstract teaching and try to design teaching activities so that students can find out, observe carefully, fully perceive and experience and reach conclusions, and will achieve a multiplier effect. In this regard, I try to “master the method of system optimization,” the activities of this knowledge point design as an example to illustrate. “Grasp the system optimization method ” is “Life and Philosophy” seventh lesson