浅谈“教学等待”的艺术

• 作 者: 周阳
• 机 构: 昆明市第十中学,
• 出 处: 课程教材教学研究(教育研究)
• 发表日期: 2016年Z4期
• 关键词: 主体活动 学习活动 新课程 思维过程 课堂气氛 发散思维 堂课 表层原因 思想品德 平均等待时间

新课程倡导创设各种情境、利用各种资源让课堂活起来,这样有助于学生积极主动地参与到学习活动中来。可是在实际的教学中,课堂教学却普遍存在一个现象:为了追求完美,完成“丝丝入扣”的教学,实现“行云流水”的教学过程,总是把学生的提问、思考、回答当作“演绎”——学生积极举手发言,答案标准,教师点评成了教学的“模板”。其实,在教学中,为了使学生的主体活动富有

The new curriculum advocates the creation of contexts and the use of resources to keep the classroom alive, thus helping to actively engage students in learning activities. However, in the actual teaching, classroom teaching is generally a phenomenon: in pursuit of perfection, to complete “slightest into the buckle ” teaching, to achieve “smooth” teaching process, always to the students questions, thinking, answering “Interpretation ” - Students actively raise their hands to speak, the standard answer, teacher comments become a teaching “template ”. In fact, in teaching, in order to enrich students’ main activities