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随着课改的推进,学生的主体性地位已经深入人心,而能够在一堂课上凸显学生的主体性地位又不失教师主导作用的便首推课堂活动的设置了。于是,我们经常看到形式多样、花样翻新的各种课堂活动,如课本剧、辩论赛、师生对话、分层次诵读、前后位交流、分小组讨论等不一而足,似乎一堂课上没有热热闹闹的活动就不能调动学生的积极性,就不能称其为好课。剖析现状不是为了批判,而是希望有所针对性地进行积极建构,让课堂活动真正以“动”为载体、
With the progress of curriculum reform, students' subjective status has been deeply rooted in the hearts of the people, and can highlight the student's subjective status in a class without losing the leading role of teachers, the first set of classroom activities. As a result, we often see a variety of classroom activities such as textbooks, debate games, teacher-student dialogue, hierarchical reading, prior and subsequent exchanges, group discussion, and so on. It seems that there is no lesson in class Bustling activities can not mobilize the enthusiasm of students, we can not call it a good lesson. Analysis of the status quo is not for the sake of criticism, but rather targeted to carry out positive construction, so that classroom activities truly “move ” as a carrier,