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同一篇课文,不同的教师有不同的切入点,实际上在教五花八门的教学内容。如何保证教学内容的适宜性?选择和创生这些教学内容的依据是什么?在参加了浙江省初中语文“语文教学内容的选择和创生”主题培训之后,以《风筝》为课例,杭州市江干区教研室在阅读教学上作了一次尝试。下面展示的是2004年11月26日江干区语文教研活动的六堂研讨课,研讨活动由区教研室教研员曾宣伟策划和主持,杭州市采荷实验学校承办。
In the same text, different teachers have different entry points and actually teach a wide variety of teaching content. How to ensure the suitability of the teaching content? What is the basis for choosing and creating these teaching contents? After participating in the Zhejiang language teaching of “Chinese language teaching content selection and creation”, take “Kite” as a class example The teaching and research section of Hangzhou Jianggan District made an attempt in reading teaching. The following shows the six seminars on language teaching and research activities in Jianggan District on November 26, 2004. The seminars were planned and presided over by Zeng Xuanwei, the teaching and researcher of the District Teaching and Research Institute, and were undertaken by the Hangzhou Experimental Institute of Collective Experiments.