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本文通过一次同课异构的教学经历,引出实践活动的感受和思考,并由此得出对活动研究过程的收获。“同课异构”是一种颇有意味的教学活动,它可以引发参与者观点的碰撞,促进经验的交流,长善救失,取长补短。同时它也能引发教师对问题深入的思考,促进教研组教师共同进步。一、同课异构案例描述本次“同课异构”教学研讨以PEP六年级上册Unit5Whatdoesshedo?作为教例。两位教师根据自身对教材内容不同的分析理解,选择不同的教学策略与教学资源进行教学
Through a heterogeneous teaching experience in class, this article leads to the feeling and thinking of practical activities, and draws lessons from the research process of activities. “Lesson heterogeneous ” is a kind of quite meaningful teaching activity, it can trigger the collision of participants’ point of view, promote the exchange of experience, long-term good save, and learn from each other. At the same time, it can also lead teachers to think deeply about the problems and promote the common progress of teaching and research teachers. First, the same course heterogeneous Case Description This “Lesson heterogeneous ” teaching and research to PEP sixth grade Unit5Whatdoesshedo? As a teaching example. Two teachers according to their own different understanding of teaching materials, choose different teaching strategies and teaching resources for teaching