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改革课堂教学结构是提高教学质量的需要。所谓课堂教学结构,是指课堂教学的基本组成部分和各部分教学的顺序。改革课堂教学结构,就是要破除千第一律的程式化教学结构,根据教材内容和教学目的的需要,合理安排教学内容和各部分内容的先后顺序。 一、认真钻研教材,是改革课堂教学结构的基础 课堂教学必须“以纲为纲,以本为本”。改革课堂教学结构,应以大纲、教材为基础,也就是说教师必须熟练地掌握大纲和教材,这是设计课堂教学结构的前提。只有正确地理解大纲,认真钻研教材,明确教学目的和教学任务,才能设计出能够突出重点、突破难点,有利于教和学的课堂结构。 如:《伟大的友谊》一文。从教材内容来看,写的是马克思和恩格斯为创建共产主义理论,在生活上和事业上亲密合作了四十年的事,他们之间的友谊是人类友谊的楷模,这是文章的中心,也是教学的重点;从教材的编写意图看,文章编在第九册,
Reforming the classroom teaching structure is a need to improve the quality of teaching. The so-called classroom teaching structure refers to the basic components of classroom teaching and the order of teaching in each part. To reform the classroom teaching structure, it is necessary to get rid of the stylized teaching structure of the first law of the thousand, and to arrange the order of the teaching content and each part of the content according to the needs of the teaching material and the purpose of the teaching. I. Conscientiously studying teaching materials is the basis for reforming the classroom teaching structure. Classroom teaching must be “based on the outline and based on the book”. Reforming the classroom teaching structure should be based on syllabus and teaching materials. That is to say, teachers must master the outline and teaching materials skillfully. This is the premise of designing the classroom teaching structure. Only by correctly understanding the outline, carefully studying teaching materials, and clarifying the purpose of teaching and teaching tasks, can we design a classroom structure that can highlight key points, break through difficulties, and facilitate teaching and learning. Such as: “a great friendship” article. Looking at the content of the textbooks, it is written by Marx and Engels that they have forged the communist theory and have been cooperating closely in life and career for 40 years. The friendship between them is a model of human friendship. This is the center of the article. It is also the focus of teaching; from the perspective of the preparation of teaching materials, the article is compiled in Book IX.