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“同课异构”是基于体现教师的教学思想,帮助教师更深入地研究教材,更好地完善自己的教学方式,促进教师专业发展的一种科研方式。实施“同课异构”活动,一方面,让不同的教师面对相同的教学内容,结合所教学生的实际情况,根据自己的生活经历、知识背景、情感体验,选择不同的策略、运用不同的资源建构出不同意义的教学设计,呈现课堂教学的多样性;另一方面,引导教师在互动中比较,在比较中反思,在反思中提高。一、在“同课异构”中,“同课”是基
“Heterogeneous class” is based on the teaching of teachers to reflect ideas to help teachers more in-depth study of teaching materials, to better improve their teaching methods, and promote professional development of teachers in a scientific way. On the one hand, different teachers are faced with the same teaching content, combined with the actual situation of the students they teach, according to their own life experience, knowledge background, emotional experience, choose a different strategy, Use different resources to construct different meaning of teaching design, showing the diversity of classroom teaching; the other hand, to guide teachers in the interaction, in the comparison of reflection, raised in reflection. First, in “Heterogeneous Heterogeneous ”, “same class ” is the base