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所谓说课,就是执教者在独立完成课程设计的基础上,面对听课教师,以口述的方式,阐述活动设计的构思过程及其理论根据。在指导教师说课时,我们可以采用以下指导策略:1.目标解析。要求教师明确目标内容。根据布卢姆的教育目标分类学,我们把目标分为认知、情感、技能三个方面,以纠正以往目标中往往忽略情感目标的现象,有效地避免了目标单一或过于庞杂的弊端。在目标制订的方法上,要求教师根据“促进幼儿和谐发展”的终极目标,根据班级幼儿实际和教材特点,围绕知、情、技三个方面,提出本次活动的要求,并考虑目标的层次性、递进性及幼儿的“最近发展区”。在目标的表述上,要求明确、精练,具有可操作性和可测性。通过对以上几个方面的层层解析,帮助教师进一步明确目标制订的要求,增强目标意识,提高制
The so-called lectures, that is, coaches in the independent completion of the curriculum design, based on the face of lecture teachers, in an oral manner, elaborated the concept of activity design process and its theoretical basis. When teaching tutors, we can use the following guidance strategies: 1. Objective analysis. Require teachers to clear the target content. According to Bloom’s taxonomy of educational goals, we divide the goals into three aspects: cognition, emotion and skill, so as to correct the phenomenon that the previous goals often overlook the affective goals and effectively avoid the drawbacks of being single or too complicated. According to the ultimate goal of “promoting the harmonious development of young children”, teachers are required to put forward the requirements of this activity in terms of knowledge, emotion and skills according to the actual characteristics of the children and the features of the teaching materials, and consider the level of the goal Sexual, progressive and children’s “recent development zone.” In the expression of the target, requires clear, concise, with maneuverability and testability. Through the layers of analysis of the above aspects, to help teachers further clarify the objectives of the development requirements, enhance the awareness of the target system