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教师之间相互交流教学经验,切磋教学技艺,是改进教学实践,提高教学水平的重要途径,特别是跨学校,跨地区的交流,更能扩大信息量,开阔教师视野。2004年12月,昆明市西山区书林一小与北京市东城区丁香小学共同开展“携手走进新课程”教学活动。这次教学活动由丁香小学副校长张可义,青年教师王志超、刘宏伟、刘淑玲分别上了一节品德与生活、语文、数学、英语示范课。丁香小学教师对新一轮课程改革精神和各学科课程的基本理念有较为全面的理解,并恰当地渗透于教学过程中。几节示范课均体现了由教师的单向分析、讲解向引导学生主动探索转变;由相对个体学习向组织学生合作学习转变;由相对封闭教学向开放教学转变。每一节课都不乏这样的教学情景:当学生对学习内容难以理解,处于朦胧状态时,教师总是“搭桥”诱导,解其学困;当学生对问题的回答似是而非时,教师不是含糊其辞,而是通过恰当的评价加以引导;当学生的回答“言之有理”时,教师并不急于“刹车”,而是顺势引导他们深入思考,加深理解,丰富体验;当学生对同一问题持不同看法时,教师并不主观下结论,而是适时组织小组讨论、交流。课堂教学活跃而不散乱,学生对学习内容的理解多元而不“异化”,在教与学的过程中,教师始终扮演着“平等中的首席”这一角色。现将这次?
The exchange of teaching experience among teachers and the exchange of teaching skills are important ways to improve teaching practice and improve teaching standards. In particular, cross-school and inter-regional exchanges can further expand the amount of information and broaden teachers’ horizons. In December 2004, a small book Shu Lin of Xishan District, Kunming, together with Dingxiang Primary School, Dongcheng District, Beijing, carried out the teaching activities of “going hand in hand into the new curriculum”. The teaching activities were conducted by Zhang Keyi, Vice-Chancellor of Lixiang Primary School, and Wang Zhichao, Liu Hongwei and Liu Shuling, young teachers respectively, on a demonstration class of morality and life, Chinese, mathematics and English. Lilac primary school teachers on the new round of curriculum reform and the basic concepts of the various subject courses have a more comprehensive understanding, and appropriate infiltration in the teaching process. Several sections of the demonstration class are reflected by the teacher’s one-way analysis, explain to guide students to actively explore changes; by the relative individual learning to organize students to change the cooperative learning; from the relatively closed teaching to open teaching change. Each lesson is full of such teaching scenarios: when students are difficult to understand the learning content, in a dim state, the teacher always “bypasses” to induce and solve their learning difficulties; when the students’ answers to the questions seem plausible, the teachers are not vague, They are guided by appropriate evaluation. When the students’ answers are “reasonable”, teachers are not in a hurry to “brakes”. Instead, they lead them to think deeply, deepen their understanding and enrich their experiences. When students hold different opinions on the same issue When teachers do not subjective conclusions, but timely group discussion and exchange. Classroom teaching is active and not disorganized. Students’ understanding of learning content is diverse and not “alienated.” In the process of teaching and learning, teachers always play the role of “chief of equality.” Now this time?