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不同的教学环境下,呈现出“薄弱”态势的学科可能不同,但是所有“薄弱学科”都存在一些共有的现象:在教学考核中不具有与其它学科同等的参照价值,不能按课程设置标准开全、开足课时,不能保证常规教学的正常、持续进行,师资队伍不稳定、师资力量薄弱……“薄弱学科”是教学实践中暴露出来的短板,是制约教育教学健康发展的瓶颈,也应该是教育教学研究工作的关注点。一、了解师资状况,明确需求层次
Under different teaching environments, the disciplines showing “weakness” may be different, but all “weak disciplines” share some common phenomena: they do not have the same reference value as other disciplines in teaching assessment, Curriculum standards open, open enough class time, can not guarantee the normal teaching of normal, ongoing, instability of teachers, teachers weak ... ... “weak discipline” is exposed in practice teaching short board is to restrict education and teaching The bottleneck of healthy development should also be the focus of education and teaching research. First, to understand the status of teachers, a clear level of demand