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教学自述走近学生,感知学生的兴奋点兴趣产生于课堂教学的美感,美感起源于课堂教学的艺术。这种教学艺术所造成的刺激不仅仅是感官刺激,同时也是情绪刺激。这种高级形式的刺激通常无需反复强化,便能长期有效。为了让学生保持相对持久和高度的学习兴奋状态,在教学中,我经常进行各类竞赛活动,如男生对女生、教师对学生、小组对小组等等,而竞赛的形式更是根据教学内容的需要不断丰富和变化。如单词复习时进行的running spelling(单词接力拼写比赛)就很能让全班学生个个兴奋不已。
The teaching self-reported approached the students and perceived the excitement of the students’ interest in the beauty of the classroom teaching. The beauty originated from the art of classroom teaching. The stimulation caused by this teaching art is not only sensory stimulation but also emotional stimulation. This advanced form of stimulation can usually be effective long-term without repeated reinforcement. In order to allow students to maintain a relatively long-lasting and high level of learning excitement, in the teaching, I often carry out various types of competition activities, such as boys versus girls, teachers versus students, groups versus groups, and the form of the competition is based on the teaching content. Need to constantly enrich and change. Such as running spelling (word relay spelling contest) as the word review can make the whole class excited.