学案为载体,多元探究式预习教学法实施策略

• 作 者: 张宝文
• 机 构: 吉林省伊通满族自治县教师进修学校,
• 出 处: 现代教育科学
• 发表日期: 2014年02期
• 关键词: 学生自主 预习教学 实施策略 预习活动 探究式

一、选择维度,让学生预习方案有可探究性根据学校、教师和学生的实际,特别是要结合现实教学条件,并根据具体教学任务或学习任务,灵活选择适当教学纬度,由教师主导或学生自主设计探究式学案。具体供选教学维度如下:1.师生维度:指课前预习是以教师安排为主,还是学生自发为主,或者是师生双边并行进行预习活动;

First, the choice of dimensions, so that students can preview the program According to the reality of schools, teachers and students, in particular, should be combined with the actual teaching conditions, and according to specific teaching tasks or learning tasks, flexible choice of appropriate latitude, teacher-led or students Independent design inquiry learning case. Specifically for the optional teaching dimensions are as follows: 1 teachers and students dimension: refers to the pre-class preview is arranged mainly by teachers, or spontaneous students mainly, or both teachers and students in parallel pre-event activities;