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有些教师即便制定了“明确”的教学目标,对于课堂教学的具体任务和结果,以及如何达成教学结果的途径尚不明确,从而影响教学目标发挥应有的功能。于是,常常出现这样的情况:教师在分析教学任务时偏离教学目标,忽视学生在学习中的主体地位,导致课堂教学不是泛泛而谈,就是按部就班,课堂教学显得空洞无力,缺乏生气,学生的学习兴趣不高,主动参与课堂教学的积极性得到遏制,教学质量难以稳步提升。
Even if some teachers make “explicit” teaching objectives, the specific tasks and results of classroom teaching and how to achieve the teaching results are not clear, thus affecting the teaching objectives to fulfill their due functions. Thus, often appear such a situation: the teacher deviates from the teaching goal in the analysis teaching task, neglects the student the dominant position in the study, causes the classroom teaching not to talk in general terms, is does the step by step, the classroom teaching appears vacant, lacks the student learning Interest is not high, take the initiative to participate in classroom teaching has been curbed, the quality of teaching is difficult to steadily improve.