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完美的课堂教学,一般都离不开教育价值、认知价值、审美价值和趣味价值。当教育价值、认知价值大于审美价值、趣味价值时,这种追求便是有价值的。在实际教学中,人们往往用尽种种心智来设计程序、营造氛围、把握教态……很大程度上是着眼于趣味性、审美性的,因而也就不自觉地弱化了教学的认知价值和教育价值。 一、太注重课堂气氛的营造。教师不是着力于如何使学生学好、会学,而是着眼于如何使自己的课教得完美、艺术。于是设计目标、设计步骤、设计高潮、设计过
Perfect classroom teaching is generally inseparable from educational value, cognitive value, aesthetic value and interest value. When the value of education and the value of cognition are greater than the values of aesthetics and interest, this pursuit is valuable. In practical teaching, people often use all kinds of minds to design programs, create atmosphere, and grasp teaching styles.... To a large extent, they focus on interest and aesthetics, and thus unconsciously weaken the cognitive value of teaching. And educational value. One, too much emphasis on classroom atmosphere. Teachers do not focus on how to make students learn and learn, but focus on how to make their own lessons perfect and artistic. So design goals, design steps, design climax, design