论文部分内容阅读
在一次公开课上,我教了初一下册的一篇英语课文,这篇课文是关于一个名叫林涛的男孩奋力救出了发生火灾的邻居孙太太的故事。我用多媒体展示了林涛救孙太太的过程,还播放了好几遍录音,并且非常详细地讲解了里面的所有知识点,这样我认为学生肯定能掌握好,后来实践证明我的做法是错的。这样的一节课都是老师在操作,而学生坐在观众席上像看电影一样,根本没有参与进去。对于知识点的讲解学生显得并不感兴趣,觉得很枯燥,认为知识是老师硬塞
In an open class, I taught an English text in the first volume of the book about a boy named Lin Tao struggling to rescue the story of Mrs. Sun, a neighbor who had a fire. I used multimedia to show how Mrs. Lin saved Mrs. Sun and how many recordings were played and all the knowledge in it was explained in great detail so that I think the students are sure to master it. Later, my practice proved to be wrong. Such a lesson is the teacher in operation, and students sitting in the auditorium, like watching movies, did not participate in. For students to explain the point of knowledge is not interested, I feel very boring, that knowledge is a teacher hard plug