论文部分内容阅读
一、拼盘碎片化教学情境的成因、表现及后果大凡教学情境,不管如何完美,其信息量总是有限的,只能解决和完成某一知识段的教学,不可能地把本堂课教学目标完整地容纳进去。因此,从上段知识点到下段知识点,必然要设计新的教学情境才能完成既定的教学目标。当前由于教师对教学情境创设技能的研究远远滞后于新课程实践,具体到一堂课中,多个教学情境之间相互独立,缺少内在的逻辑联系,缺少引人入胜的故事情感元素,成为机
First, the platter fragmentation of the teaching situation, performance and consequences In general teaching situations, no matter how perfect, the amount of information is always limited, only to solve and complete a knowledge section of teaching, it is impossible to complete the teaching objectives of this lesson To accommodate. Therefore, from the knowledge of the upper section to the next knowledge point, it is inevitable to design a new teaching situation to complete the established teaching objectives. At present, the research of teachers’ creation of skills in teaching situations lags far behind that of the new curriculum. In a particular lesson, multiple teaching situations are independent of each other, lack of internal logical connection and lack of intriguing story emotional elements,