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最近,笔者有幸得知程红兵老师提出了一个“思维流量”的概念。他认为,衡量一节课的好坏,看这节课老师和学生之间的思维流量到底怎么样,老师流出多少,学生流出多少,流出的质量到底如何。笔者深有感触,笔者一月份开了一堂公开课,内容为苏科版八年级物理中《速度》一节,结合这堂课,我在此浅谈一些感想与反思。一、教材分析本节首先展示了飞奔的猎豹与缓慢爬行的蜗牛,以学生熟悉的动物世界的场景,说明物体的运动有快慢之分,进
Recently, I was fortunate enough to know Cheng Hongbing teacher proposed a “thinking flow ” concept. In his opinion, to measure the quality of a class, see how the thinking flow between teachers and students in the class is, how much teachers flow out, how many students flow out and how the quality of outflows come from. I have a deep feeling, the author opened an open class in January, content for the Su Ke version of physics eighth grade “speed” section, combined with this lesson, I am here to talk about some feelings and reflection. First, the textbook analysis This section first shows the running cheetah crawls slowly with the snail to the students familiar scene of the animal world, indicating the speed of the object’s movement is divided into