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这个学期,学校开展了教龄在3年以下的青年教师汇报课活动,我听了两节历史课。总体上说,这两位青年教师知识面很宽,能够熟练应用多媒体,对学校倡导的学案教学和课堂教学流程把握得也比较准确,但都存在着课堂提问效益不高的问题,主要表现在五个方面:一是口头禅式提问浪费了不少时间。教龄2年的刘老师喜好“对不对”“是不是”“行不行”等口头禅似的提问,一节课内使用了二十几次,学生回
This semester, the school carried out the young teachers' teaching activities under the age of three years to report classes, and I listened to two history classes. Generally speaking, these two young teachers have a wide range of knowledge and can apply multimedia skillfully. They also have a fairly accurate grasp of the case teaching and classroom teaching process advocated by the school. However, both of them have the problem of low efficiency in classroom questioning and the main performance In five aspects: First, a lot of time was wasted in mantra questions. Two years of teaching and learning teacher Liu liking “right ” “is not ” “okay ” and other oral quasi-like questions, a class used more than 20 times, the students back