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一、拼盘碎片化教学情境的根源、表现及后果大凡教学情境,不管如何完美,其信息总是有限的,只能解决和完成某一知识段的教学,不可能毕其功于一役地把所有教学目标完整地容纳进去,因此,从上段知识点到下段知识点,必然要设计一个个新的教学情境才能完成既定的教学目标,加之对教学情境创设技能的研究远远落后于新课程的实践,这是产生拼盘碎片化教学情境的根源。统计发现,现行哲学生活教材
First, the fragmented teaching situation of the platter root causes, performance and consequences Of all teaching situations, no matter how perfect, the information is always limited, only to solve and complete a knowledge section of the teaching, can not be completed in a battle all the teaching objectives Therefore, from the upper knowledge point to the next knowledge point, it is inevitable to design a new teaching situation to complete the established teaching goal. In addition, the research on creating the teaching situation lags far behind the practice of the new curriculum, which It is the root cause of the fragmented teaching situation. Statistics found that the current philosophy of life teaching materials