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在《图形与变换》复习课的练习环节,执教教师出示了一份课前调查卷的统计结果(如图1),接着,教师组织学生针对全班错得较多的与“旋转”有关的问题进行练习。我不由地为这位教师“点赞”。与以往由教师主观臆断而设计的课堂练习相比,这节课的练习目标更明晰、针对性更强,教师明明白白,学生也清清楚楚。这样的教学,实现了“可见的教和可见的学”。而这,源于教师课堂前测后的统计分析。
During the practice session of “Graphics and Transformation” review class, the coaching teacher presents a statistical result of the pre-course survey volume (as shown in Figure 1). Then the teacher organizes the students’ Practice related issues. I could not help the teacher “praise ”. Compared with the classroom exercises designed by the teachers subjectively in the past, the practice objectives of this course are more clear, targeted, teachers are plainly clear, and the students are clearly aware of it. This kind of teaching realizes “visible teaching and visible learning ”. And this, from the teacher’s class before the test statistical analysis.