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随着课堂教学改革的深入,小组学习成为课堂教学的主要组织形式。尤其是小学数学课堂教学,小组学习更为广大师生所乐于采用。但在实践过程中,我们发现普遍存在重小组讨论,轻组间交流的现象,汇报交流环节效益低下。如果说小组讨论是学习思考的播种阶段的话,那么汇报交流阶段就是收获的阶段。播种阶段的努力在收获阶段没有得到充分的利用,学生的学习方式仅仅是完成了一个表面上的转变。由于没有充分的交流,原先学生中存在的片面的、不完善、不科学的认识也没有得到有效的矫正,学习效果有时甚至比不上单纯的教师讲解。现结合在听课过程中发现的问题和对策谈几点思考,以期全面促进小组学习的课堂落实,提高教学效益。问题一汇报交流说给谁听?在小组交流环节,我们常常看到这样的情景:一个或者几个同学面对老师,在汇报自己小组的学习成果,说完了,眼睛还紧紧盯着老师,怀着掩饰不住的忐忑等待老师的评判,其他同学要么端坐旁听,要么自
With the deepening of classroom teaching reform, group learning has become the main form of classroom teaching. In particular, primary school mathematics classroom teaching, group learning more teachers and students are more willing to adopt. However, in the process of practice, we found that there was a prevalence of heavy group discussions, the exchange of light groups and the inefficient exchange of reports. If group discussion is the sowing stage of learning thinking, then reporting on the communication phase is the stage of reaping. At the harvesting stage, the efforts at sowing stage have not been fully utilized and the way students learn is merely a superficial shift. Due to the lack of adequate communication, the one-sided, imperfect and unscientific understanding of the original students has not been effectively corrected. The learning effect is sometimes not as simple as that of a teacher. Now combined with the problems found in the lectures and countermeasures to talk about a few thoughts, in order to promote the implementation of classroom learning group, improve teaching effectiveness. In a group communication session, we often see such a scene: one or several classmates face the teacher, after reporting the achievement of their group’s study, finish, the eyes are still staring at the teacher, Waiting for the teacher’s judgment with hidden cover, other students either sit or listen