【摘 要】
：
在一次优质课评选活动中,有三位教师都不约而同地选择了教科版三年级(下)“热胀冷缩”一课的第1课时。由于不同教师有不同的教学观念,所以对同一教学内容的处理就出现了三种
【机 构】
：
浙江省诸暨市实验小学教育集团庆同小学,
论文部分内容阅读
在一次优质课评选活动中,有三位教师都不约而同地选择了教科版三年级(下)“热胀冷缩”一课的第1课时。由于不同教师有不同的教学观念,所以对同一教学内容的处理就出现了三种截然不同的设计。我们不妨先来看看教材的编排:这一课的教学内容主要分为四部分(观察水的体积变化;观察其他液体的热胀冷缩现象;观察空气的热胀冷缩现象;观察固体的热胀冷缩现象),教材把前两部分教学内容安排为第1课时,剩下的内容为第2课时。现在我
In a high-quality class selection activities, three teachers have spontaneously selected the first edition of the textbook third grade (below) “expansion and contraction ” class. Because different teachers have different teaching concepts, there are three distinct designs for the same teaching content. We may wish to take a look at the textbook arrangement: The teaching content is divided into four parts (observe the volume of water changes; observe the other liquid thermal expansion and contraction phenomenon; observe the air thermal expansion and contraction phenomenon; observe the solid Thermal expansion and contraction phenomenon), teaching materials to the first two parts of the teaching content arranged for the first class, the rest of the second class hours. right now I am
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