论文部分内容阅读
听人说起这样一件事:一位执教不久的朋友曾经根据教学录像整理出一位特级教师教授《故乡》的教学详案,而当他使用这份教案去授课时,尽管教学内容、教学过程、师生双边活动的安排实施直至板书设计都一如录像,可是竟全然没有录像上那种活跃动人的课堂气氛。原因何在?笔者便忽地联想到《庖丁解牛》的故事。那位庖丁解牛的动作
Hearing people talking about such a thing: a friend who was coaching a short time has compiled a detailed teaching plan for a special grade teacher to teach “Hometown” according to the teaching video, and when he used this lesson plan to teach, despite the teaching content and teaching The arrangement of the process, teacher-student bilateral activities, and the design of the book are all videotaped, but there is no such active and moving classroom atmosphere at all. What is the reason? The author suddenly thinks of the story of “Buddha’s solution to cattle.” The action of the rogue