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在生本教育理念指导下,我县于2013年开始了“学·导·用”教学模式的实践与研究.这一模式包括“目标引学”、“前置先学”、“释疑导学”和“运用活学”四个步骤.“运用活学”指根据不同层次的学生运用课堂学得的知识、方法、能力提出不同层次的问题,分析、解决不同层次的问题,各自达到知识巩固内化,能力拓展升华的目的.本文重点阐述了“运用活学”中的精心设计与巧安排,对推进“学·导·用”教学模式改革起了一定的积极作用.
Guided by the concept of education in primary schools, our county started the practice and study of the teaching mode of “Learning, Instruction and Use” in 2013. This model includes “Introduction to Learning”, “Prerequisites” “Use live learning ” refers to the different levels according to the different levels of students to use knowledge, methods and capabilities of the classroom to put forward different levels of problems, Analyze and solve the problems at different levels, each of which achieves the purpose of consolidating and internalizing knowledge and expanding and sublimating the ability.This article focuses on elaborate design and clever arrangements in “using live learning” and promoting “learning, guiding, using” Teaching mode reform has played a positive role.