论文部分内容阅读
当前预习被多数师生认为可有可无,主要是因为对预习要求不明确,对预习方法指导不到位,对预习结果不能进行及时的检测,课堂上不能有效地运用预习的成果,导致学生对预习重要性认识不足,影响积极性,缺乏预习的动力。学生的预习多数以学案的形式来呈现,产生了学生为完成学案去找答案假预习和预习不扎实的问题。借鉴外地经验,根据学段、学科和课时教学内容特点,在3至6年级,施行学科预习模式。以模式代替学案,让学生依据这种模式,通过自学充分感知教材、理解教材,并提出自己的疑问,得出自己初步的思考。预习模式力求简要、基础,便于学生照章预习,简单简便,
The current preview by the majority of teachers and students considered dispensable, mainly because of the pre-examination requirements are not clear, the guidance of the preview method is not in place, the results of the preview can not be detected in time, the class can not effectively use the results of the preview, leading students to Lack of understanding of the importance of preview, affect the enthusiasm, lack of motivation to preview. The majority of students’ previews are presented in the form of a case study, resulting in a problem that students are not prepared to complete the case study preview and preview. Learn from foreign experience, according to the characteristics of the sections, subjects and class teaching content, in grades 3 to 6, the implementation of subject preview mode. The model instead of the case, so that students based on this model, self-learning through adequate teaching materials, understanding of teaching materials, and put forward their own questions, come to their own initial thinking. Preview mode to seek a simple, basic, easy for students to preview, simple and easy,