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在活动单导学模式中,让学生欣赏评述一幅美术作品,往往是一个问题讨论下来,有的小组侃侃而谈,有的小组坐等答案,或以“像”、“不像”、“好看”、“不好看”等来评价,出现“优生吃不饱、中等生吃不好、学困生吃不了”的现象,学生不能全体参与活动,欣赏能力得不到提高,更谈不上全面培养他们的审美素养了。将“复式分组教学”引入美术课后,笔者发现依托复式分组下的分层设问是合理有效的,全体学生都能根据教师分层设计的问题分层思考、分层讨论,
In the activity guide mode, letting students appreciate and comment on a piece of art work is often a matter of discussion. Some groups talk about it. Some groups wait for answers or use “like”, “unlike” “, ” Good looking “, ” bad looking “and so on to evaluate, there ” eugenics eat, middle school students eat bad, students can not eat "phenomenon, students can not all participate in activities, appreciate the ability Not improve, let alone fully develop their aesthetic qualities. The introduction of multi-split teaching into art class, the author found that relying on the multi-layered sub-grouping is reasonable and effective, all students can be based on the hierarchical design of teachers stratified thinking, hierarchical discussion,