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作为一名教育媒体记者、编辑,在接触教育一线后的很长一段时间里,坦率地说,我都处在旁观“看热闹”的阶段。走进课堂,我所能体会到的,往往只是教师是否满堂灌,学生是否有足够的积极性等皮毛问题。而两周的基层锻炼时间虽短,却使我从课堂、从教研活动中看出了一些教学的“门道”。锤炼教学语言是一门真功夫苏霍姆林斯基曾说:“教师的语言修养很大程度上决定着学生在课堂上脑力劳动的效率”。
As an educational media reporter and editor, for a long time after I came into contact with education, I was frankly saying that I was on the sidelines of “watching the fun.” Into the classroom, I can experience, often only teachers are full house, students have enough enthusiasm and other fur problems. The two weeks of grass-roots exercise time is short, but it made me from the classroom, teaching and research activities to see some of the teaching “doorways ”. Tempering the teaching language is a real skill Sukhomlinski once said: “Teachers’ language training to a large extent determines the efficiency of students in the classroom mental work ”.