论文部分内容阅读
为了实现课堂变革,江苏省常州市翠竹中学期望培养更多这样的教师:既理解教学,也理解学习;既了解学生,也对自己所教的学科了如指掌;能够在学生的已有经验和课程目标之间架起桥梁。然而大家清楚地知道,这样的老师不是天生的,也无法速成,一定是持续不断学习理论、不断实践的结果。这样的学习和实践源于课堂教学的具体情境,源于同事之间密切的相互影响和互动。从2012年起,翠竹中学展开了“以学定教,促进课堂转型”的研究。先后在数学、物理、英语、生物、化学、政治等学科进行课例研究。
In order to achieve the change in the classroom, Tsui Chuk High School in Changzhou City, Jiangsu Province, hopes to develop more such teachers: both to understand the teaching, but also to understand learning; both to understand the students, but also to their own subjects well aware of; can be in the students’ existing experience and curriculum Build a bridge between the goals. However, it is clear to everyone that such a teacher is neither natural nor quick, and must be the result of continuous learning theory and constant practice. Such learning and practice stems from the specific context of classroom teaching and stems from the close interaction and interaction among colleagues. Since 2012, Tsui Chuk High School has started its research on “learning to teach and promoting classroom transformation”. Successively in mathematics, physics, English, biology, chemistry, politics and other disciplines for case studies.