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日前,笔者有幸参加了区教研室组织的有效课堂研讨的教研活动,活动中一位教师进行了公开课展示,课题为《以畜牧业为主的农业地域类型》。教师以阿根廷潘帕斯草原为例,对大牧场放牧业的分布、区位因素、特点、发展方向等进行了详细的分析,以表格的形式加以归纳,并以思维导图的方式帮助学生形成形象记忆,效果一般。两周后,区教研室再次将这节课搬上课堂,在不同的学校进行“同课再构”活动,授课教师还是之前的那位教师,之前的环节基本没有太大的变化,针对上次课堂讨论环节的失败,该教师做了调整。同样的
Recently, I was fortunate enough to participate in the teaching and research activities organized by the District Teaching and Research Office for effective classroom discussions. During the activity, a teacher carried out an open class presentation on the topic of “the type of agriculture mainly livestock husbandry”. Teachers in Pampas of Argentina, for example, conducted a detailed analysis of the distribution, location factors, characteristics and development directions of pasture grazing in tableland, and summarized the results in tabular form and helped students to form an image by means of mind mapping Memory, general effect. Two weeks later, the District Teaching and Research Office once again put this class into the classroom, in different schools to conduct “class refactoring ” activities, the instructor or the former teacher, the previous part of the basic no major changes for The teacher failed to make any adjustment to the failure of the previous class discussion. same