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在各级各类的劳技教学观摩活动中,我们不难发现,劳技课堂悄悄地在改变.教师逐步开始重视劳技课堂教学中创新意识的培养。他们不约而同地在课堂上安排了创新拓展的环节,尽可能多地呈现丰富多彩的拓展作品,以期触发学生的创新思维。不可否认,这一教学环节的设置对激发学生的创作灵感有一定的效果,但由于教师大多把这一环节放在课末,环节安排的滞后导致学生缺少将灵感转化为实践
In all kinds of labor education and teaching activities at all levels, we can easily find that the technical classes are quietly changing, and teachers are beginning to attach importance to the cultivation of innovative awareness in the teaching of technical classes. They are invariably arranged in the class of innovation and development links, as much as possible to show colorful and expanded works, in order to trigger students’ innovative thinking. Admittedly, the setting of this teaching link has some effect on inspiring students’ creative inspiration. However, since most teachers put this link at the end of the class, the lag in the arrangement causes the students lack of inspiration to translate into practice