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随着新课程改革的不断深入,“同课异构”的教研形式悄然兴起。“同课异构”能够解决教师课堂教学中存在的问题,针对性、实用性强,从而激发教师的教学热情,使教师能研究、会研究,更好地解决教学问题,并自觉参与,积极实践,有利于教师专业成长。一、对“同课异构”的认识1.“同课异构”中的“同”至少包括三方面内容:相同的教学课题、相同的教材内容、相同的课程标准。教学目标和内容层面的求“同”指引教师达到基本的专业水准。教学目标的确定和教学内
With the continuous deepening of the reform of the new curriculum, the teaching and research form of “heterogeneous in class” quietly arisen. “Heterogeneous heterogeneous ” can solve the problems of teachers in classroom teaching, targeted, practical and strong, so as to stimulate teachers’ enthusiasm for teaching so that teachers can study, research, better solve the teaching problems, and consciously participate , Active practice, is conducive to teacher professional growth. First, the “cognition of heterogeneous ” cognition 1. “homology ” in the same “at ” includes at least three aspects: the same teaching topics, the same textbook content, the same curriculum standards . Teaching objectives and content level seeking “with ” to guide teachers to achieve the basic professional standards. Confirmation of teaching objectives and teaching