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从教20年的我,除了教小学数学学科外,同时也兼任《品德与社会》教学工作。在教学成长的过程中,体会到新课程实施的这么多年,语文、数学学科在新课改中,取得了较大的成效。但在所谓“豆芽学科”的《品德与社会》学科的教学中,新课程改革却如文火烧开水,动静太不明显。具体表现为:师动生不动,少数个别的学生动,多数学生不动,性格外向的学生动,性格内向的学生不动,优秀的学生动,中等生不动。这样的教学课堂精彩吗?这样的教学课堂高效吗?显然“不”。新的教学理念下,品德与社会课不应该再是枯燥、乏味的代名词。课堂上,我们要合理运用一些行之有效的引“动”策略,让学生真正动起来。这样的教学课堂才是我们大家公认的美丽课堂。那如何让学生更好地“动”起来呢?现结合自己的教学实践,谈三点体会:
I taught in 20 years, in addition to teaching elementary mathematics, but also serve as “moral and social” teaching. In the course of teaching growth, I realized that many years have passed since the implementation of the new curriculum. Chinese and maths have made great achievements in the new curriculum reform. However, in the teaching of “morality and sociality” in the so-called “bean sprout discipline”, the new curriculum reform is like a flash of boiling water, and the movement is far from obvious. The concrete manifestation is that the teachers are dynamic, the few individual students move, the majority of students do not move, the outgoing students move, the introverted students do not move, the outstanding students move, the medium can not move. Is such a wonderful teaching class? Is it efficient for such a teaching class? Apparently “no ”. Under the new teaching philosophy, morality and social classes should no longer be synonymous with dullness and boringness. In the classroom, we should make reasonable use of some effective strategies of “moving” so that students can really move on. Such a teaching class is a beautiful class that we all recognize. How to make students better “move” up? Now with their own teaching practice, talk about three experience: