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新一轮基础教育课程改革十余年来,各种有别于传统的教学模式百花齐放百家争鸣,笔者所在区域也经历了多轮的教学模式借鉴与本土化,但总是不理想。在主持辽宁省教育科学“十二五”规划2013年度课题《区域提升初中教师教学能力和学生学习能力的行动研究》(课题编号JG13CB042)的近两年中,笔者逐步发现了区域教学模式改革推进过程的“盲区”——学情把握严重失准,并基于此探索出了一条以“碎片化测试”为主要推进载体的“三测两研一反馈”教学模式。一、教学面对的现实教学是教师以教学内容为载体,在学生获取新知
In the more than ten years since the new round of basic education curriculum reform, all kinds of different teaching modes are different from the traditional ones. There are many rounds of teaching modes in the author’s area and they are not ideal. In the past two years in the past two years, which presided over the education science in Liaoning Province and the 2013 annual project “Action Research on Enhancing Middle School Teachers ’Teaching Ability and Students’ Learning Ability” in the “Twelfth Five-Year Plan” (Project No. JG13CB042), I gradually found the regional teaching mode The “blind spot” of reform and promotion process grasps the serious misjudgment, and based on this, it explores a teaching mode of “three tests, two studies and one feedback” teaching based on “fragmentation test” as the main carrier. First, the teaching of the reality of the face of teaching teachers to teaching content as a carrier, students get new knowledge