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观摩课对于一线教师从来就不陌生。新一轮基础教育改革中教师的教研需求使得观摩课实践+理论、听评一体化的作用更为突现。尽管许多学校都组织了校内交流、专家指导等多种形式的观摩课活动,收效却不甚理想。究其根本有两点值得注意:1.参与听课的教师事先不作任何准备,不知道要听什么,也不知道怎么去听。无教研目的的观摩课当然就成了走马观花,效果必然是散漫和短暂的。由此,观摩课组织者应对主题事先有所交待,事后则要求教师结合自身教学书写听后感。2.作为学校课改成果的展示与交流,观摩课应该完美的,不能暴露缺点。在这种心态支配下的观摩课自然就成为了“中看不中用”的摆设。不暴露问题,自然就无反思可寻。因此,让观摩课回归真实,来源实践,真正以自身教学中典型有意义甚至是出现问题的课堂来评说。当然上观摩课的教师除了展示现象以外,更要做深层次的思考,以自身的反思为砖,抛砖引玉,引发共同成长。基于上述的原因,本期“对话”将“直播”观摩课,刊发两场颇有教学意义的观摩课,希望可以为广大教师提供一个观摩学习的机会,同时也希望可以为如何开展好以观摩课为手段的新课改下的教师教研,提出一点思考和建议。
The class of study for the first-line teachers has never been a stranger. The teachers’ teaching and research needs in the new round of basic education reform make the role of practice + theory and hearing evaluation integrated in the observation class more prominent. Although many schools have organized various forms of observation classes such as intra-school exchanges and expert guidance, the results are not satisfactory. There are two basic points worth noting: 1. The teachers attending classes do not make any preparations in advance, do not know what to listen to, and do not know how to listen. Non-teaching observation courses certainly became a matter of course, and the effect must be sloppy and short-lived. As a result, the organizers of the study class had to deal with themes in advance, and afterwards asked the teachers to use their own teaching to write and hear. 2. As a demonstration of school curriculum reform and exchanges, the course of study should be perfect and should not expose shortcomings. The observing classes under the control of this state of mind naturally became a “misleading” display. Without exposing the problem, naturally no recourse can be found. Therefore, let the observation class return to the real, the source of the practice, and really comment on the typical meaningful or even problematic class in the teaching. Of course, in addition to displaying the phenomenon, the teachers in the observation class need to do more in-depth thinking. They should use their own reflections as a brick to initiate a study and lead to common growth. Based on the above reasons, in this issue of the “dialogue” will be “live” to observe classes, publish two quite meaningful teaching and learning classes, hoping to provide teachers with an opportunity to observe learning, but also hope to do a good job The teacher’s teaching and research under the new curriculum reform as a means of teaching and learning, put forward some thoughts and suggestions.