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近些年来,随着教学改革的不断深入,教学节奏被越来越多的同志谈论、重视.许多人从教学实践中体会到,适当地调整教学节奏,合理地配置教学密度,是提高教学效益的行之有效的方法.前不久,笔者受一所城镇中学之邀,听了10多节课.听课归来.感触颇多,觉得目前不少教师的课堂教学效益不高,存在的主要问题便是节奏失调.其主要表现是:一、讲练失调.一些同志习惯于沿用传统的讲析法,不论何种教材,都采用老师讲学生听的老套路,常常是45分钟一讲到底,不给学生安排思考、练习的时间,或练习时间过短,占不到一节课的
In recent years, with the continuous deepening of teaching reform, more and more comrades have been talking about and paying attention to the teaching rhythm. Many people understand from the teaching practice that adjusting teaching rhythm properly and configuring teaching density reasonably is to improve teaching effectiveness. The effective method. Not long ago, the author was invited by a township middle school to listen to more than 10 lessons. Returning from lectures. Feeling quite a lot, I feel that many teachers’ classroom teaching effectiveness is not high, and the main problems are It is a rhythm disorder. Its main manifestations are: First, disorganize the training. Some comrades are accustomed to using the traditional method of speech analysis. No matter what kind of teaching materials, they use the teacher’s old routine of listening to students. It is often 45 minutes to speak to the end. Arrange time for students to think and practice, or practice time is too short to account for less than one class