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传统的复习模式,牵着学生的思维沿着老师预设的路途走,使学生处于消极的被动状态,把学生培养成一台台听任老师操纵的机器,不利于提高学习效率,不利于培养学生的思维的灵活性。在这种情况下,笔者提出了“自讲互评”知识结构,借助载体,设置探究活动,自主训练,检验课堂效果的复习,教师放手让学生自由、大胆地总结、实验,让学生积极主动地参与科学复习活动,提高复习课的课堂效率,是值得每一位科学教师思考的问题。
The traditional review mode, taking the students' thinking along the path the teacher presumed to make students in a passive passive state, the students trained as a teacher to be manipulated by the teacher is not conducive to improving the efficiency of learning is not conducive to the cultivation of students The flexibility of thinking. In this case, the author put forward a “self-talk and peer review ” knowledge structure, with the carrier, set the inquiry activities, self-training, test the effectiveness of classroom review, teachers let the students free, bold summary, experiment, Proactive participation in science review activities to improve the class efficiency of the review class is worth every science teacher to think about.