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一、教学模式应多样化单一的教学模式不利于刺激学生、激发热情,唤不起学生的好奇心,产生不了探究问题的动力源泉。即便现在提倡的自主学习、合作探究、随堂检测“三环节”教学法,用的时间长了,学生也会“乏味”。应根据每一节课的特点选择、变通模式。有的课“三环节”可去掉自主预习。不预习效果更好,课堂上充分调动学生的积极性,用旧知识去探索发现新知识,用理论探究和实验探究去探究。这样学生有激情、兴趣浓,发现规律后有喜悦、成就感等。如果提前自主预习了,实验就不是探究,而成了验证。就像看破案片,结果已知,兴趣全无。学生再没有进行第二环节合作探究的积极性了。
First, the teaching mode should be diversified A single teaching mode is not conducive to stimulating students, stimulate enthusiasm, can not call the curiosity of students, can not generate the motive force to explore the problem. Even now advocated by independent study, cooperative exploration, on-the-spot testing “three links ” teaching method, with a long time, students will . Should be selected according to the characteristics of each lesson, flexible mode. Some lessons “three links ” can remove the independent preview. Do not pre-study the effect is better, the class fully mobilize the enthusiasm of the students, with the old knowledge to explore discover new knowledge, with theoretical and experimental exploration to explore. Such students are passionate, interested in thick, find joy after the law, a sense of accomplishment. If you preview in advance, the experiment is not to explore, and become validated. Like to see a broken film, the result is known, no interest. Students no longer have the enthusiasm to explore the second part of the cooperation.