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以《情绪A、B、C》的课堂教学案例为载体,论述青浦实验“三关注两反思”在课堂教学中的运用。首先,学生及时的课堂反馈使教师的教学设计更符合学生思维的发展特点。由此,课堂教学要转换教学思想才能转换课堂设计,从课程实验来看,教师尤其要在心理活动课中的情绪体验部分鼓励学生的多样化答案,因为课堂体验是十分个性化的产物。其次,教师教学的水平和效果都得到较大提升,自己对教学艺术的领悟也更加深刻。无论原行为阶段还是新行为阶段的教学活动都需要有另一个脑袋、另一只眼睛来检视着每句话与每个提问。这包括学生的回答、课堂纪律、课堂活跃程度以及学生的思维是否受到启发、学生的体验是否深入等。更重要的是,每次课程结束后,教师都要思考教学过程中出现问题的原因、差距以及改进措施,强化问题意识,这就是教学中的“第三只眼”。
Using the classroom teaching cases of Emotions A, B, and C as the carrier, the use of Qingpu Experiment “Three concerns and two reflections” in classroom teaching is discussed. First of all, the timely classroom feedback of students makes teachers' teaching design more in line with the development characteristics of students' thinking. Therefore, in order to change the classroom design, classroom teaching needs to change the teaching ideas. From the perspective of the curriculum experiment, teachers should especially encourage students' diversified answers in the emotional experience of the psychological activity class, because the classroom experience is a product of individuality. Secondly, the level and effect of teacher education have been greatly improved, and their understanding of teaching art has become more profound. Whether the original behavioral stage or the new behavioral stage of the teaching activity requires another head and the other eye to examine each sentence and each question. This includes student responses, classroom discipline, classroom activity, and whether the student's thinking is inspired or not, and whether the student's experience is deep or not. More importantly, after the end of each course, teachers must think about the causes, gaps, and improvement measures in the teaching process and strengthen problem awareness. This is the third eye in teaching.